Gulp Your Grape Soda with G
Emergent Literacy Design
Rationale: This lesson will help identify /g/, the phoneme represented by
G. Students will learn to recognize /g/ in spoken words by learning sound
analogy (gulping) 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.
Materials: Primary paper and pencil, drawing paper and crayons, Dr. Suess
book, word cards with GULP, GO, GOOD, GET, and GREAT, assessment worksheet (URL below).
Procedures:
1. Say: Our written language is a secret code. The tricky part is learning what letters stand for-the mouth moves as we make as we say words. Today we are going to work on spotting the mouth move letter /g/. We spell /g/ with the letter G. G looks like an arm raising up with a cup to drink and /g/ sounds like a gulp.
2. Let’s pretend to gulp our drink, /g/, /g/, /g/. (Raise up as if holding a cup to drink from with motion towards the mouth) What does my mouth do when we gulp the drink? When we say /g/, our mouths are open, and tongue humped at the back of the mouth to make a sound.
3. Let’s show you how to find /g/ in the word gulp. I am going to stretch the word gulp out in super slow motion, so listen for when I gulp my drink. Gggg-u-u-l-p. Slower: Gggg-u-u-u-l-p. Did you hear it? I had my mouth open and tongue humped on the back of my mouth as I say /g/ in the word gulp.
4. Let’s try a tongue tickler. (Tell story leading to the tickler): Gary went to see a good movie with his guy friends. Everyone got thirsty so they all grabbed their wallets to go get some sodas. They giggled when all they had left was grade soda. Here’s our tickler: “Gary gulped a great grape soda.” Now let’s say it 3 times together. Now say it again, and this time, stretch the /g/ at the beginning of the words that have /g/ in them. “Ggggary ggggulped a gggggreat ggggrape soda.” Try it again, and this time let’s break off the word: “/g/ary /g/ulped a /g/reat /g/rape soda.”
5. (Gather pencil and primary paper to give to student). We use the letter G to spell /g/. The capital letter G looks like an arm raising up with a cup to drink. Let’s write the lowercase letter g. Start by making a letter a under the fence and touch the sidewalk, then hook the basket, just like that!
6. Call on students to answer and tell how they knew: Do you hear /g/ in the word get or hot? Hop or got? Good or had? Hat or gap? Say: Let’s see if you can spot the mouth move /g/ in some words. Gulp your drink if you hear /g/: The, good, goat, hop, tag, great, mat, jump, go.
7. Say: “Let’s look at this book called Go, Dog, Go by Dr. Suess. Dr. Suess tells us about some fun things dogs do all together, let’s read to find out what they do! Read page (not numbered on E-Book) that says, “Get up! It is day. Time to get going. Go, dogs. Go!” Reread and draw out /g/ as you read. Ask students what they think the dogs will go do during the day. Ask students to think of other words they can think of that start with the letter /g/. Then have the student name the dog with a word starting with the letter /g/ and draw a picture.
8. Show the word GET and model how to decide if it gets or set: The G tells me to raise my arm like I am about to gulp my drink, /g/, so this word is ggggg-et. You try some: GOT: got or hot? GAP: gap or tap? GRIP: grip or trip? GATE: gate or fate?
9. For assessment, distribute the worksheet. The student will practice writing uppercase and lowercase G and then saying out loud the pictures which all start with the letter /g/. Finish allowing the student to color pictures that they have successfully spoken sound /g/ and stretched out the word.
RESOURCES:
https://www.naeyc.org/resources/pubs/yc/nov2017/emergent-writing
https://sites.google.com/site/ctrd3710site/home/emergent-literacy-design
WORKSHEET FOR ASSESSMENT:
https://www.kidzone.ws/prek_wrksht/learning-letters/g.htm
