Gulping with G
Emergent Literacy design
This lesson will help children identify /g/, the phoneme represented by G. Students will learn to recognize /g/ in spoken words by learning a meaningful representation (gulping a drink) and the letter symbol G, practice finding /g/ in words, and apply phoneme awareness with /g/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
· Primary paper and pencil
· poster board with "Gary goes to Graceland with Gail."
· drawing paper and crayons
· Dr. Seuss's ABC book (Random House, 1963)
· word cards with GO, GET, GROW, LIST, PIG, PAT
· assessment worksheet identifying pictures with /g/ (URL below)
1. Say: Our written language is a secret code. The tricky part is learning what letters stand for--the mouth moves we make as we say words. Today we're going to work on spotting the mouth move /g/. We spell /g/ with letter G. /g/ sounds like gulping down a drink.
2. Let’s pretend to gulp down a drink, /g/, /g/, /g/. Notice that your mouth is open and your tongue is bent at the back of your mouth. When we say /g/, our mouth is open; tongue bent at back of your mouth, your voice box is on, meaning that we use our vocal cords to produce the sound."
3. Let me show you how to find /g/ in the word fog. I'm going to stretch fog out in super slow motion and listen for my gulping sound. F-ff- o-o-o-g-g. Slower: F-fff- o-o-o- g-g-g. I can feel my mouth open and my tongue bent at the back of my mouth and my vocal cords on.
4. Let's try a tongue twister [on poster board]. "Gary goes to Graceland with Gail." Everybody say it three times together. Now say it again, and this time, stretch the /g/ at the beginning of the words. "Gggary gggoes to Gggraceland with Gggail." Try it again, and this time break it off the word: "/g/ ary /g/ oes to /g/ raceland with /g/ ail."
5. [Have students take out primary paper and pencil]. Start just below the middle dotted line, make a little c, come all the way back up to the dotted line, and then drop all the way down into the ditch and make a tail. I want to see everybody's g. After I look at your g, I would like for you to make 9 more just like it.
6. Call on students to answer and tell how they knew: Do you hear /g/ in dog or cat? Goat or sheep? Board or game? Bag or chip? Say: "Let's see if you can spot the mouth movement /g/ in some words. Gulp your drink if you hear /g/: The, goat, grazed, on, the, green, grass.
7. Say: "Now we are going to read a book called "Where Did We Go? We will read about where the people in the book go. Where do you think the people will go?" Read page 4, showing Jan on the swing and /g/. Ask students if they can think of any other words with /g/. Ask the students to think of a place they might go that have /g/ in it. Then have each student write about the place that they might do with invented spelling and illustrate a picture of the place.
8. Show GROW and model how to decide if it is grow or crow. G tells me to gulp, /g/, so this word is ggg-grow, grow. Now it is your turn to try: GOT: got or not? GAME: game or name? GLASS: glass or class? GRAPE: grape or shape? CRAB: grab or crab? Bag: bat or bag?
9. For assessment, distribute the worksheet. Students are to draw lines to the items that end with /g/.
Decodable Books Written by Teachers- http://www.auburn.edu/academic/education/reading_genie/teacherbooks.html
G...G...Gulping Gatorade with G- http://www.auburn.edu/%7Edvb0002/BaumgartenEL.htm
What Ends with G worksheet- http://www.kidzone.ws/kindergarten/g-ends1.htm
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