Lesson 16: g /g/
Overview
Focus: g as in goat
Graphemes and Heart Words
New grapheme: g /g/
New heart words: none
Heart words so far: the, I, and, a, is, as, said, to, do
Letter Formation Cues
Big G: Curve like C. Line up a little, then across.
Small g: Curve around like a. Line down below the bottom line, hook left.
Say while modeling: "This is g. It says /g/." Have the child say the sound each time they write the letter.
Word List
Words: tug, gut, dog, nap, pug, fog, dad, sag, mug, mud, mod, mop, map, gap, sap, dot, got, not, nut
Sentences
- The dog dug.
- A pig is in the mud.
Parent guide: what to say for each slide
Use only previously taught letters and sounds during review before New Concept. Have paper, a marker, and letter tiles ready. Say sounds where slashes appear. For sentence dictation, keep the goose slide showing, read the sentence aloud, and reveal the next slide only after writing.
Slide 1 — Welcome to Lesson 16
SAY
Today we’ll practice our sounds and learn g. Then we’ll read words and sentences together.
LISTEN FOR
Gets ready.
PARENT TIP
Have the known letter tiles and g ready. Introduce g when you reach the New Concept section.
Slide 2 — Blending Practice
SAY
Listen to my sounds. Put them together to tell me the whole word.
LISTEN FOR
Let your child settle into the next activity.
Slide 3 — Listen and blend
SAY
What word is /ĭ/ /t/? Now /s/ /ĭ/ /t/. Now /s/ /ĭ/ /p/. Now /t/ /ĭ/ /p/.
LISTEN FOR
it; sit; sip; tip.
PARENT TIP
Parent-supplied prompts for the ear picture. These words use letters already taught. Do not introduce /g/ during this review.
Slide 4 — Segmenting Practice
SAY
Now listen to a whole word and tell me each sound you hear.
LISTEN FOR
Let your child settle into the next activity.
Slide 5 — Listen and segment
SAY
Say pit. Tell me its sounds. Now do fit. Now do tap.
LISTEN FOR
pit: /p/ /ĭ/ /t/; fit: /f/ /ĭ/ /t/; tap: /t/ /a/ /p/.
PARENT TIP
Parent-supplied prompts for the ear picture. Tap one finger per sound. These three words each have three sounds.
Slide 6 — Visual Drill
SAY
Tell me the sound of each letter as it appears.
LISTEN FOR
Let your child settle into the next activity.
Slide 7 — Visual drill p
SAY
What sound does this letter spell?
LISTEN FOR
/p/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 8 — Visual drill n
SAY
What sound does this letter spell?
LISTEN FOR
/n/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 9 — Visual drill d
SAY
What sound does this letter spell?
LISTEN FOR
/d/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 10 — Visual drill c
SAY
What sound does this letter spell?
LISTEN FOR
/k/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 11 — Visual drill u
SAY
What sound does this letter spell?
LISTEN FOR
/ŭ/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 12 — Auditory Drill
SAY
Listen, say the sound back, and write the letter that spells it.
LISTEN FOR
Let your child settle into the next activity.
Slide 13 — Listen and write three letters
SAY
Listen to my sound. Say it back, then write the letter that spells it.
LISTEN FOR
/f/ → f; /ŭ/ → u; /d/ → d
PARENT TIP
Give only three sounds, one at a time, in this order: /f/, /ŭ/, /d/. Keep the answer slide hidden until your child has written the letters.
Slide 14 — Check your three letters
SAY
Let’s check your writing. Point to each letter and tell me its sound. Watch how the letter is made, then try it once more.
LISTEN FOR
f, u, d
PARENT TIP
These are the three letters shown. Pause or replay the formation animations as needed.
Slide 15 — Word Building
SAY
Let’s use our known letters to build and read.
LISTEN FOR
Let your child settle into the next activity.
Slide 16 — Get the letter tiles ready
SAY
Put your letter tiles where you can reach them. I’ll say a word. You’ll say the sounds, choose the letters, and read the word you built.
LISTEN FOR
Gets the known letters ready.
PARENT TIP
The board picture is a cue to use your own tiles or letter cards. Use the letters your child has learned; the decorative letters in the picture are not the word list.
Slide 17 — Build words with tiles
SAY
I’ll say a word. Say each sound, choose the letters, and read the word you built. Our review words are cap, cat, cot.
LISTEN FOR
cap: /k/ /ă/ /p/; cat: /k/ /ă/ /t/; cot: /k/ /ŏ/ /t/.
PARENT TIP
Use only letters and sounds from earlier lessons. Keep today’s new concept out of this review; introduce it in the New Concept section.
Slide 18 — New Concept
SAY
Today we are learning a new letter and its sound.
LISTEN FOR
Let your child settle into the next activity.
Slide 19 — Meet g
SAY
This is uppercase G and lowercase g. The letter g spells /g/. Say the sound with me.
LISTEN FOR
/g/
PARENT TIP
Point to both letter forms in the supplied paired-letter image. The animated formation practice comes later in this lesson.
Slide 20 — Find different forms of g
SAY
These letters look a little different, but they are all g. Can you find a capital one? Can you find a lowercase one? They can all spell /g/.
LISTEN FOR
Points to uppercase and lowercase forms; says /g/.
PARENT TIP
Use this as letter recognition practice. There is no need to name every font or trace every example.
Slide 21 — G is a Consonant
SAY
G is a consonant. Watch the mouth picture and say /g/ with me. Put your hand on your throat. Can you feel it hum?
LISTEN FOR
Says /g/ with a short, crisp sound.
PARENT TIP
/g/ is a voiced sound, so the throat hums. Say /g/ without adding /uh/ at the end.
Slide 22 — Beginning sounds
SAY
Let’s listen for /g/ at the beginning. gum: /g/ /g/ gum. gold: /g/ /g/ gold.
LISTEN FOR
Says /g/ as the first sound of gum and gold.
PARENT TIP
Stretch only the first sound and keep it short. Point to the g at the start of each word.
Slide 23 — End sound
SAY
Now listen for /g/ at the end. pig: /p/ /ĭ/ /g/. What is the last sound in pig?
LISTEN FOR
Says /g/ as the last sound of pig.
PARENT TIP
Point to the g at the end of the word as your child says the last sound.
Slide 24 — Blend the sounds
SAY
Say each sound: /d/ /ŭ/ /g/. Now blend them together. What is the word?
LISTEN FOR
Blends the sounds into dug.
PARENT TIP
Point to each letter as your child says its sound, then slide your finger under the whole word as they blend it.
Slide 25 — Write lowercase g
SAY
This is g. It says /g/. Curve around like a, then go down below the bottom line and hook left. Say /g/ each time you write it.
LISTEN FOR
Says /g/ each time g is written.
PARENT TIP
Model it first, then let your child write it. Watch that g curves like a and does not get mixed up with d.
Slide 26 — Write uppercase G
SAY
This is capital G. It says /g/. Curve like C. Line up a little, then across. Say /g/ each time you write it.
LISTEN FOR
Says /g/ each time G is written.
PARENT TIP
Model it first, then let your child write it.
Slide 27 — Reading
SAY
Now let’s read. Sound out each word, then read the whole word.
LISTEN FOR
Blends sounds left to right and reads whole words.
PARENT TIP
Words to practice include tug, gut, dog, pug, fog, sag, mug, gap, got, gum, pig, and dig. Watch for adding /uh/ to /g/ (/guh/).
Slide 28 — Read the sentence
SAY
Read this sentence. Sound out any word you need to, then read it smoothly.
LISTEN FOR
Reads: The dog dug.
PARENT TIP
The is a heart word your child has already learned. Help with it if needed, then let your child read the rest.
Slide 29 — Sentence dictation — listen and write
SAY
Listen to this sentence: A pig is in the mud. Say the whole sentence back to me. Now write it.
LISTEN FOR
A pig is in the mud.
PARENT TIP
Do not show the sentence before dictating it. Keep the goose-writing cue on screen. Say the sentence twice at a natural pace. Let your child repeat it, write it, and reread their own writing. Check the new concept, capitals, spaces, and punctuation. Then go to the NEXT slide to reveal the sentence and check together.
Slide 30 — Sentence reveal and check
SAY
Now let’s check the sentence you wrote. Read your writing, then compare it with this sentence.
LISTEN FOR
A pig is in the mud.
PARENT TIP
This is the first time your child sees the complete dictation sentence. Check the new concept, capitals, spaces, and punctuation. Help with previously taught heart words as needed.
Slide 31 — Good Bye
SAY
Great work today! You learned the letter g and the sound /g/.
LISTEN FOR
Can tell you the sound g makes.
PARENT TIP
Point out g in books and signs this week. There are no new heart words today.
Slide 32 — Copyright
SAY
Nothing to say on this slide.
LISTEN FOR
Nothing for this slide.
PARENT TIP
This is the copyright slide at the end of the lesson.
Workbook Pages
Letter formation
Do: Trace the big and small G and g. Circle the best one in each row. Say /g/ each time you write it.
If stuck: "Show me where you start." Model once on a whiteboard, then have the child copy it there before the page.
Letter sort
Do: Find every G and g, even when the letter looks different. Circle each one. Count the circles and write the number in the box.
Missing sound
Do: Name the picture. Say the word slowly and listen for the last sound. Circle the letter that makes it, write it in the empty box, then read the word.
If stuck: "Say the picture name slowly. What sound is at the end?"
Heart word review
Do: Roll a die and find the column with the matching dots. The first time you roll it, read the word at the top. The second time, trace it. After that, write it by yourself in the next empty box in that column. Keep rolling until a column is full.
If stuck: "Is this a heart word, or can we sound it out?" Say it, spell it aloud, read it again.
Word search
Do: Read each word in the box. Find it in the puzzle. Words go across or down. Circle the word, then tick it in the box.
If stuck: "Read the word in the box. What letter does it start with? Look for that letter."
Read and draw
Do: Read each sentence. Tick the box, then draw a picture that matches it.
If stuck: "Point to each word as you read." Ask what the picture needs to show before they draw.
Word ladder
Do: Read the ladder from the bottom up. Only one sound changes each step. Then write the words your grown-up says (Teacher's Guide).
Say: Dictate in order: dog → dot → got → not → nut → gut.
If stuck: "What changed? Which sound is different from the word before?"
Dictation
Do: Read each sentence from the Teacher's Guide two times. The child says it back, counts the words on their fingers, then writes it on the lines. Check for a capital letter, spaces between words, and an end mark.
Say: Dictate: 1. "The dog dug."
Watch For
- Adding /uh/: /guh/.
- Mixing up g and d in writing.
Game: Gumball Grab
Materials
- A clear jar or cup to be the gumball machine
- Colored paper circles (gumballs) with a word on each: gum, got, dig, pig, gap, tug
- A small bowl
How to play
- Put all the gumballs in the jar.
- The learner pulls out one gumball, reads the word, and says /g/ at the start or end of the word.
- If they read it correctly, they get to keep the gumball in the bowl.
- If they miss it, sound it out together and drop the gumball back in the jar.
- The game ends when the jar is empty.
Word list
gum, got, dig, pig, gap, tug