What to do
- Write the letter g on the board; make it at least a foot tall. Alternatively, use a letter card large enough for the whole group to see easily.
- You already know the sound for this letter. What is it? Students: /g/ (as in got). Right. But this letter sometimes borrows the sound of another letter; this letter: Write j on the board next to g. What is the sound for this letter? Point to j. Students: /j/ (as in jet). Erase the j.
- We use the /j/ sound for this letter at the start of words like gentle, giant, gigantic and giraffe and at the end of words list age.
- Write 12 letters on the board: 4 of the letters should be g and they should be interspersed with 8 other letters dissimilar in appearance to g, such as l and A.
- When I point to the letter we just learned, say both of its sounds: /g/, /j/. When I point to any other letter, you have to stay quiet. My turn first. Point to a series of letters and either say the sounds or make a performance of saying nothing, as appropriate.
- Your turn. Ready? Point to letters randomly, holding on each one for a few seconds.
- If a student says the sound for one of the other letters (not g), point to g and say: You only need to make a sound for this letter. When I point to any other letter, stay quiet. Ready? Look for individuals who are saying nothing when you point to g. Have those students try letters individually until they have it (but don’t call only on struggling students). Keep going until everyone has it.