- Between the Lions alphabet chart
- letter card “Gg”
- word card garden
- garden
MA Standards:
English Language Arts/Foundational Skills/RF.PK.MA.1.d: Recognize and name some uppercase letters of the alphabet and the lowercase letters in one’s own name.
English Language Arts/Foundational Skills/RF.PK.MA.2: With guidance and support, demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Head Start Outcomes:
Literacy Knowledge/Alphabet Knowledge: Recognizes that the letters of the alphabet are a special category of visual graphics that can be individually named.
PreK Learning Guidelines:
English Language Arts/Reading and Literature 7: Develop familiarity with the forms of alphabet letters, awareness of print, and letter forms.
English Language Arts/Reading and Literature 9: Link letters with sounds in play activities.
Learn About Letters Together: Target Letter (“Gg”) and Word (garden)
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Letter Recognition, Word Recognition, Vocabulary
Educator Prep: Print out the Between the Lions alphabet chart or create an alphabet chart on chart paper.
Use the Target Letter and Word Routine to focus on the lowercase letter “g” and the word garden.
Explain that the letter “Gg” makes the /g/ sound. Repeat the word garden with children, emphasizing the initial /g/ sound. (g-g-g-garden) Have children feel the vibrations in their throat as they say the extended /g/ sound. Ask children to think of other words that begin with the /g/ sound. (garlic, guitar, gold)
Target Letter and Word Routine
Introduce children to the target letter by showing them the letter in context of the target word.
- Hold up the target word card. Point to the letters as you say the word.
- Talk about the meaning of the word.
- Point to the first letter of the word as you say the name of the letter aloud. Highlight the letter in a different color or with highlighter tape.
- Cover all of the letters following the first letter on the word card. Focus children’s attention on the letter. Ask children what they notice about the shape of the letter. Does it have straight lines? Curvy lines? Both straight and curvy lines?
- Hold up the letter card. Talk about the difference between the lowercase and uppercase letter. Have children find the letter on an alphabet chart.
Take It Further: You may wish to tell children that the letter “Gg” has two sounds (especially if you have a child with a soft /g/ in his or her name). Tell them that sometimes it has a hard sound like in in the words garden and girl. But other times it has a soft sound like /j/, as in the words gym, giraffe, and gingerbread. Have children put their palm over their throat as they feel the difference in how their vocal chords vibrate as they say each sound. Point out that this week children will look only for words with the /g/ sound as in garden.
Educator Tip: Guided and independent letter, sound, and word practice continues to take place in center activities. If desired, you can set up the literacy center immediately after the direct instruction and repeat instruction before children work in the literacy center identifying letters.