Phonics First Lesson 4-2 Soft g /j/

Transcription

1 Phonics First Lesson 4-2 Soft g /j/ Concept Introduction: Students have used the hard /g/ sound of g in all lessons up to this point. In this lesson, teach students that the letter g makes the soft /j/ sound whenever it is followed by an e, i, or y. The sentence, Gentle Ginger went to the gym, can be illustrated by students and used to help them recall this rule (Page 5). Cards for the Three-Part Drill will now include ge, gi, and gy* When these cards are seen by students, they respond only with /j/. Additional cards for ga, go, and gu* are also included, and students should respond only with /g/. The goal with these cards is to remind students to look at the vowel after the letter g before deciding on the sound for g. (*Remember these cards are not used in the blending portion of the drill). Multisensory Activities: Become Gentle Ginger: Ask students to pretend they are giraffes like Gentle Ginger and that they will be doing exercises in a gym. Remind students giraffes have extremely long necks (6 ft.) and that they will bump their heads if they jump too high. Lead students through a set of exercises (jumping jacks, touch your toes, etc.) the entire time reminding them to tuck in their heads. Brainstorm exercises Gentle Ginger could do even with her long neck. Extension Activity: Students write a story about Gentle Ginger and the difficulties she had. Giraffe Fun Facts: Giraffes are the tallest mammals on Earth. Their legs alone are taller than many humans about 6 feet. They can run as fast as 35 miles an hour over short distances, or cruise at 10 mph over longer distances. A giraffe's neck is too short to reach the ground. As a result, it has to awkwardly spread its front legs or kneel to reach the ground for a drink of water. Giraffes only need to drink once every few days. Most of their water comes from all the plants they eat. Brainspring Page 1 of

2 Giraffes spend most of their lives standing up; they even sleep and give birth standing up. The giraffe calf can stand up and walk after about an hour and within a week, it starts to sample vegetation. Despite the females attempts to stand over their calves during attacks by lions, spotted hyenas, leopards and African wild dogs, many calves are killed in their first few months. A giraffe s spots are much like human fingerprints. No two individual giraffes have exactly the same pattern. Both male and female giraffes have two distinct, hair-covered horns called ossicones. Male giraffes use their horns to sometimes fight with other males. Giraffes only need 5 to 30 minutes of sleep in a 24-hour period! They often achieve that in quick naps that may last only a minute or two at a time. Whilst it was thought that giraffes did not make any sounds, this is now known to be untrue, as giraffes bellow, snort, hiss and make flute-like sounds, as well as low pitch noises beyond the range of human hearing. Card Pop: (use Card Pop Cards on Page 4): Give each student a card with one of these g sounds. As you say words which contain the spellings of g, ask students to listen for their spelling and pop their card up in the air. (When working with one student or a very small group, place cards on the table and ask student(s) to point to or put a token (penny, candy) on the correct g spelling). After this activity, ask students to write dictation words on the correct g spelling card or have them draw a picture of something that begins with that spelling. Brainspring Page 2 of

3 Card Flip (Each student will need 1 index card.): On both sides of one of the short sides of the index card, write the letters: e, i, y. (I tell students it has been written correctly if they hold up the index card and we both see the letters: e, i, y.) Now turn the index card completely upside down and write the letters: a, o, u on the last two sides. You are now ready for a Card Flip. e, i, y a, o, u Say the sounds of g (/g/ and /j/). When students hear the /g/ sound, they flip their index card up to show the letters: a, o, u. When they hear /j/, they flip the e, i, y side. (You could extend this activity by saying syllables and words with both g sounds.) Once students have learned both the soft c and g, use the Card Flip to practice all of the sounds. When students hear the /g/ or /k/ sound, they flip their index card up to show the letters: a, o, u. When they hear /j/ or /s/, they flip the e, i, y side. (You could extend this activity by saying syllables and words with all sounds.) Brainspring Page 3 of

4 Card Pop Cards: ge gi gy ga go gu Brainspring Page 4 of

5 Gentle Ginger went to the Gym Cards (Illustrate the sentence): Gentle Ginger went to the gym. Gentle Ginger went to the gym. Brainspring Page 5 of

6 Charades: (Make one copy of the Charades Cards (below) and cut apart.) Ask the student(s) to act out or draw the word on a card for their classmates (tutor) to guess. Challenge: Students act out their own Soft g words. huge page cage rage stage gentle digest gem Brainspring Page 6 of

7 Gentle Ginger Word Card Activities: Go Fish: (Make two copies of the Gentle Ginger Word Cards (Page 8) and cut apart. Mix the Giraffe Word Cards, deal 3 to each player, and place the rest face down on the desk. When playing Go Fish, students ask for one of their soft g words, the next player must surrender that card if he/she has it. Player then keeps the pair, lays it down, and play passes to the next player. If he/she does not have it, player picks a card from the card pack. Challenge: Use word in a sentence. No repeats. Memory: (Make two copies of the Gentle Ginger Word Cards (Page 8) and cut apart. Place cards face down on the table. Students take turns flipping over two cards. Students say each word. If the cards match, the student keeps the pair. Play passes to the next player. If the cards are not a match, the cards are replaced and it is the next person s turn. Tic-Tac-Toe: (Make one copy of the Gentle Ginger Word Cards (Page 8). Play "Tic-Tac- Toe" by placing the cards face down in a pile and choosing two different colored markers (anything except red). The first student would pick a card from the pile, read the word, and their partner would write the word in one of the squares with their marker. Then they would switch roles until all nine squares are filled. The students could also check spelling by showing the card after the word was written. The object of the game is to write three words in a row of your color. Brainspring Page 7 of

8 Gentle Ginger Word Cards: gem age huge page cage rage wage stage gentle ginger giblet congest suggest digest enrage gentleman Brainspring Page 8 of

9 Dictation Word Activities: Go Fish: (Make one copy of the first two columns of the Dictation Word Cards (Page 11) and cut apart. (For review of both sounds, use the first column of the Word Cards on both Pages 11 and 12.) Mix the Dictation Word cards, deal 5 to each player, and place the rest face down on the desk. When playing Go Fish, students ask for a word on one of their cards. The next player must surrender that card if he/she has it. Player then keeps the pair, lays it down, and play passes to the next player. If he/she does not have it, player picks a card from the card pack. Challenge: Use word in a sentence. No repeats. Memory: (Make one copy of the first two columns of the Dictation Word Cards (Page 11) and cut apart. (For review of both sounds, use the first column of the Word Cards on both Pages 11 and 12.) Place cards face down on the table. Students take turns flipping over two cards. Students say each word. If the cards match, the student keeps the pair. Play passes to the next player. If the cards are not a match, the cards are replaced and it is the next person s turn. Tic-Tac-Toe: (Make one copy of the Dictation Word Cards (Page 11). Play "Tic-Tac- Toe" by placing the cards face down in a pile and choosing two different colored markers (anything except red). The first student would pick a card from the pile, read the word, and their partner would write the word in one of the squares with their marker. Then they would switch roles until all nine squares are filled. The students could also check spelling by showing the card after the word was written. The object of the game is to write three words in a row of your color. Word Sort: Use Dictation Words on Page 11 and Hard g Words on Page 12 with the Word Sort Chart on Page 13 to sort words into soft and hard sounds. Or use Dictation Words on Page 11 and the Word Sort Chart on Page 14 to sort Soft g words into noun/verb/adjective. Race to Read: (Make one copy of the Dictation Word Cards and Hard g Word Cards on Pages 11 and 12, cut apart and place in a stack face down.) Use a stopwatch to time students as they read the Dictation Word cards one at a time. Record their time. Repeat often as students constantly try to beat their old records. Brainspring Page 9 of

10 Sentence Savvy: (Make one copy of the Dictation Word Cards on Page 11 and cut apart the words) Students select a Dictation Word Card and create a sentence using that word. Students then write the sentence* on lined paper while gluing the word card into the sentence. Challenge: o Ask students to use 2 or more words in one sentence* o Ask students to use these words in questions*, exclamations*, titles*, quotes*, etc. *Remember to only make corrections on phonetic words and Red Words which have already been taught. Silly, Silly Sentences: (An activity which can be used after the Dictation Word Sort for Grammar has been completed (Page 14). The student and the tutor (or partner) each selects a Soft g Noun Dictation Word Card (from the Word Sort) and places it on their own sheet of lined paper. Each person writes a sentence* using their Soft g word but instead of writing that word, they draw a box around that word and lay the word in the box which is in the sentence. Everyone takes a turn reading his/her sentence then the partners switch their Soft g boxed words and each person reads the new silly, silly sentence. Example: Do not put me in a cage. The gentleman ate roast beef. Then the switch: Do not put me in a gentleman. The cage ate roast beef. *Remember to only make corrections on phonetic words and Red Words which have already been taught. Brainspring Page 10 of

11 Dictation Word Cards (Soft g): gem age huge page cage rage wage stage gene gentle ginger giblet congest Roger suggest digest rampage enrage gentleman disengage Brainspring Page 11 of

12 Hard g Word Cards: goat goal gain gave gaze gull gulf gasp disgust gulping gasping regain golden gamble gable gobble bogus goldmine navigate regulate Brainspring Page 12 of

13 Dictation Words Sorts (Soft/Hard g): Soft g ge, gi, gy Hard g ga, go, gu Brainspring Page 13 of

14 Dictation Words Sorts for Grammar (Parts of Speech): Noun Verb Adjective Brainspring Page 14 of

15 Dictation Sentences Activities: (Make one copy of the Dictation Sentences on Page 16 and cut apart.) Dictation Sentence Match: Give students the sentence parts (Page 16) and create correct sentences while practicing fluency and comprehension. Encourage students to use the cards with different parts to make new viable sentences. Match Me: Give the first part of the sentence (Page 16) (starts with a capital letter) to half of your group and the last part (ends with punctuation) to the other half. Students then find their match. Memory: Place cards (Page 16) face down on the table. Students take turns flipping over two cards. Students say each phrase. If the phrases are a match, the student says the sentence and keeps the pair. Play passes to the next player. If the cards are not a match, the cards are replaced and it is the next person s turn. (Note: place sentence beginnings to the left and endings to the right.) Sentence Savvy: Students select one part of a Dictation Sentence (Page 16) and create a different beginning/end for that phrase. Students then write their new sentence* on lined paper while gluing the sentence part card into the sentence. Challenge: Ask students to create questions*, exclamations*, titles*, quotes*, etc. using their sentence part. Ask students to write a sentence which may come before/after their sentence* *Remember to only make corrections on phonetic words and Red Words which have already been taught. More Dictation Sentences Activities: Find the Sound: Make two copies of the Dictation Sentences (Clean Copy) (Page 17). Give one copy of the Sentences and a highlighter to each person. At, One, two, three, Go! both participants race to find and highlight the words which contain the soft g. Practice reading the sentences. Brainspring Page 15 of

16 Dictation Sentences: What age is this gem? A feeling of rage is not nice. Did he act on a huge stage? Ginger helps to digest your meal. Roger made a fine wage last year. Do not enrage the nice gentleman. On which page is the huge mistake? Is that huge cage for the gentle ape? Fingertapping: Teacher says: "age" Students say: "age" (pound) Students fingertap: "/ā/, /j/", Write (read clean copy) Brainspring Page 16 of

17 Dictation Sentences Clean Copy: What age is this gem? A feeling of rage is not nice. Did he act on a huge stage? Ginger helps to digest your meal. Roger made a fine wage last year. Do not enrage the nice gentleman. On which page is the huge mistake? Is that huge cage for the gentle ape? Brainspring Page 17 of