1) Student watches Video
Stay Attentive and Interactive
2) Student does Activities
LtL Practice Coloring Book
Color and Write to bring the Letters to life!
Bonus Activities Book
Chapter Four - the letters Gg
Have fun using Signing and Morse Code
3) Parent/Instructor Reinforces & Guides
Letters Gg
Supporting your students learning:
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Simply Clap out while saying the words, “Good Guy” with your student. “How many syllables in each word?”
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It is best to use a mirror with your student to modeling the letter sound. This is to better ensure correct mouth formation. Focus on the dominant forming aspects for the sound, Placing your hand upon your throat enables you to feel if the sound is a vibrating one or not.
The ‘g’ sound comes from deep in your throat and your tongue stays down.
The ‘j’ sound (same as the letter Jj) comes from a shifting of your jaw and teeth.
The throat vibrates with this sound.
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(w/Alphabet Banner)
Parent/instructor first model pointing to by touching each letter as the song is being sung. This is a fun way of using rhythm to strengthen retaining the names of the letters while building an understanding of Alphabetical Order concept as well. Be sure to clarify each time by saying, “Let’s sing the names of the letters in alphabetical order.” After a while, when the student is able, he/she then becomes the pointer to each letter as they are being sung.
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Role-playing enables one to feel the shape of each letter in one’s own body. Identifying to how the letter looks and emotionally feels is yet, another way for stimulating long-term memory retainment.
[Be sure to refer to the People Line Banner for directional understanding while pretending to be the letters.]
TIPS:
The Capital Letter:
As you say, “The capital letter Gg takes his time….” Cross your one foot over the front of your other leg.
Then as you go up on your toes and pivot to the front side (left), say, “to turn around and ask his neighbor behind him - ‘Do you need any help?’ Gee! He is such a good guy!
When one of his friends, stands behind i, Ee or Yy (say creepy to remember them) he might start telling ‘joke after joke after joke’ as you rock your head back and forth. [Say sound prompt.]
The Small Letter:
The little one has a HUGE Eye. Holding a large imaginary eye over your head that pivots all around and sees in every direction. So, he doesn’t have to turn around to see behind him; he just looks with his eye.
But his eye gets heavy and so he rests to the bottom line (as you sit in a chair). The to be even nicer you smile at everyone in the front. [Say sound prompt.]
Sometimes, he is seen laughing outline with his mouth opened wide in his letter symbol.
LtL Reinforcing Materials Manual
Chapter Four - Letters Gg
Power prompts for learning (Audio References Below)
LtL Power Prompts -Audio
NAME PROMPT
Be sure strong Emphasis is given upon the letters’ name within other words to strengthen remembrance and reason for it.
(emphasize name)
SOUND PROMPT
Following the correct Cadence of slow-paced, two-step sing song rhythm is crucial for the sub-conscious to be activated to help cement it into long-term memory.
(rhythmic tune)
‘
WRITING PROMPTS
Each writing Stroke brings meaning to the symbol when correlated phrases are used in sync with writing them. Using the writing prompts in sync with the stroke formations of each letter while writing them helps to cement the correlation of the letters symbol to its sound through the reference of the LtL story.
REMINDER: ONLY the Student writes and colors in his/her own book. So, using extra paper when needed is a good idea. At this stage practice is key not perfect (do not use an eraser).
(stroke sync)
Name Prompt - Gg
Time: 0:08
Sound Prompt - Gg
Time:0:26
Writing Prompts - Gg
Time: 1:18
WHAT’S NEXT…
Chapter Four
Lesson 2 - Letters Hh
REQUIRED PREPARATION:
Learning Environment Set
Letters to Language™ Practice/Coloring Book
Crayons, Pencil/Pen
Video Ready