Jet off with J
Emergent Literacy
Carlie Collazo
Rationale: This lesson will help children identify with the phoneme /j/, the phoneme represent by J. Students will learn to recognize /j/ in spoken words by learning a sound analogy and the letter symbol J, practice finding /j/ in words, and apply phoneme awareness with /j/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
Materials: Primary paper and pencil; chart with “Jill jogged with joy jumping around the jungle”, alphabetic book (Jack and Jill, Kate Willis-Crowley, Publisher: Hachette Childrens, 2013), Word Cards with JOG, JOE, JAM, TOY, assessment worksheet identifying pictures with /j/.
Procedures for carrying out the lesson in detail, with numbered steps.
1.Say “Our written language is a secret code. It can be tricky at times because we may not know what letters stand for. The mouth moves we make as we say words. Today we’re going to work on spotting the mouth move /j/. We spell /j/ with letter J. J looks like kind of like a jet and makes the sound /j/ when it is flying around.
2. Let’s pretend to fly a jet, /j/, /j/ /j/. [make paper airplanes] Your teeth are locked together, and you make a humming /j/ noise.
2. Say “I want everyone to pick a partner. Now, both of you close your eyes and say, “Jill jumped and jogged around the jungle gym.” Everyone can open their eyes now. You and your partner take turns saying, “Jill jumped and jogged around the jungle gym.”
3. Let me show you how to find /j/ in the word age. Im going to stretch age out in slow motion and listen for the jet. Aa-ggg-e. There it was! I felt my teeth clasp together with a humming sound. Jet /j/ is in age.
4. Let’s try a tongue tickler [on chart]. Jill jumped and jogged around the jungle. The jungle was full of jaguars one day, but Jill jogged away. Here’s our tickler: “Jill jogged with joy jumping around the jungle” Everyone say it three times together. Now it say it again, and this time, stretch the /j/ at the beginning og the words. “Jjjill jjjogged with jjjoy jjjumping around the jjjungle.” Try it again, and this time break it off the word. “ /j/ill /j/ogged with /j/oy /j/umping around the /j/ungle.
5. [Have students take out primary paper and pencil]. We use letter J to spell /j/. Capital J looks like a jet standing straight up. Let’s write the lowercase letter j. Start by drawing a straight line with a tail to the side and a little dot to dot the lowercase j. I want to see everybody’s j. After I put a sticker on it, I want to see nine more just like it.
6. Call on students to answer and tell how they knew: Do you hear /j/ in jump or lump? Jog or hog? Say: Let’s see if you can spot the mouth move /j/ in some words. Jet off with if you hear /j/. The jiggly jello tasted great in june.
7. Say: "Let's look at an alphabet book.” This book is about two kids named Jack and Jill. What is going to happen to these two children? Ask children if they can think of other words with /j/.
8. Show JOG and model how to decide if it is jog or log: The J tells me to sound like a jet, /j// so this word is jjjj-og, jog. You try some JOE: joe or toe? JAM: Jam or ham? TOY: joy or toy?
9. For assessment, distribute the worksheet. Students color the pictures that begin with J. Call students individually to read the phonic cue words from step 8.
Assessment: https://www.superteacherworksheets.com/phonics-beginningsounds/trace-and-say-j.pdf?up=1466611200
http://wp.auburn.edu/rdggenie/
https://als0095.wixsite.com/readinglessons/emergent-literacy