Emergent Literacy

Emergent Literacy Design

Gulping with letter G

Annamarie Merritt


Rationale: This lesson will help children identify /g/, the phoneme represented by G.

bStudents will learn to recognize /g/ in spoken words by learning a meaningful

representation (soda) 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; chart with "Goat and googoo goggles, G, g, g";

drawing paper and crayons; Dr. Seuss's ABC (Random House, 1963); word cards

with SUGAR, SALT, TREE, LOG, BIG, SMALL, WAGON, BIKE,  OIL, GAS,  PURSE, and BAG; assessment worksheet identifying

pictures with /g/ (URL below).d


Procedures:e 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 milk.

2. Let's pretend to gulp our soda, /g/, /g/, /g/. [Pantomime gulping milk] Notice

where your top teeth are? (slightly open). When we say /g/, we blow air

between out top teeth and lower teeth.

3. Let me show you how to find /g/ in the word legs. I'm going to stretch legs out in

super slow motion and listen for my gulping. Lll-e-e-egs. Slower: Lll-e-e-e-ggg-s

There it was! I felt my mouth open slightly and blow air. I can feel the gulping /g/

in legs.

4. Let's try a tongue twister [on chart]. "Goat and googoo googles." Everybody

say it three times together. Now say it again, and this time, stretch the /g/ at the

beginning of the words. "Ggggoat  and gggoogggoo gggogggles.." Try it again, and

this time break it off the word: "/g/ oat and /g/ oo /g/ ooo /g/ goggles.

5. Now is a good time to have students practice writing the letter.  Pass out primary paper and pencil to your student(s).  It is a good idea to not use mechanical pencils with beginning reading and writing students.  Now we are going to use this paper to practice writing the letter g.  We are going to write the lowercase letter g right now.  Start a little below the fence, then come up to the fence and back down and around to sidewalk, then take it just a little above the sidewalk.  Then make a line from the fence down to the ditch and curve that line up towards the sidewalk again to complete the part of the circle that is missing and to add a little curl!  This makes a g.  I want everyone to 10 g’s to start with.  Observe students and help them if they need help.  You can model it again if you need to.  Now when see g in a word you can recognize it and remember that it makes the /g/ sound.

6. Call on students to answer and tell how they knew: Do you hear /g/ in snack or

gum? Girl or boy? Go or come? Give or take? Grape or strawberry? Say: Let's see if you can spot

the mouth move /g/ in some words. Gulp your milk if you hear /g/: Go get the grapes from the green growing tree.

7. Say: "Let's look at an alphabet book. Dr. Seuss tells us about a funny animal

that starts with G. Can you guess?" Read page 17 drawing out /g/. Ask

children if they can think of other words with /g/. Ask them to make up a silly

creature name like Goofy Goober Greg. Then have each student

write their silly name with invented spelling and draw a picture of their silly

creature. Display their work.

8. Show GET and model how to decide if it is get or top: The G tells me to gulp my milk

, /g/, so this word is ggg-et, get. Do you hear /g/ in good or badGame or playSugar or saltTree or logBig or smallWagon or bikeOil or gas? Purse or bag?

9. For assessment.  You can have students do a picture worksheet.  You can put pictures of things on the page that have the /g/ sound in them.  But also put pictures on there that don’t so the students have to be able to distinguish between the two.  The students must circle the pictures that do have /g/ sound.  Make sure it is clear what the picture is.  Pictures of things with /g/ could be frog, pig, log, bag, dog, big, egg, leg, flag, sugar, wagon, signal, girl, gas, gift, garden, etc.

Reference: Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for

teaching recognition of phoneme identity. Journal of Educational Psychology, 82, 805-812.



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