Phonics- Learning Soft “C” and Soft “G”
Name: Megan Wyatt
Grade: 1st Grade
Mentor Teacher: N/A/
Activity Title & Source, & Description of activity:
Class Description & Differentiation: Describe the
important characteristics of the students that need to
be considered in planning & teaching to facilitate
learning for all students.
· Students' prior content knowledge, and
possible misconceptions.
· Include how you differentiate your
instruction based on this information
Date: October 28, 2020
School: N/A
Title: Learning Soft “G” and Soft “C”
Description: The activity is to educate
students to understand that “g” and “c”
can make different sounds depending
on what letters they are beside.
Learning that “g” makes the sound of ‘j’
when “g” is followed by “e, i or y”. Also,
learning that “c” makes the sound of ’s’
when “c” is followed by “e, i or y”.
Learning the sounds through; Youtube
videos, review guides, a game and an
exit ticket.
Sources:
Ohio Standards of Education
Presentation
Soft "c" video
Soft "g" video
Students need to understand how to
sound out words before doing this
activity. Having knowledge of what the
letter “g” and “c” sound like when
normally sounding them out.
Reviewing students’ knowledge of
sounding out words will take place at
the start of the lesson. To differentiate
instruction based on this information,
the Youtube videos are presented
showing students how to sound out
words with soft “g"and soft c” . To
continue, a review on sounding out

Standards (Common Core or Ohio State
Standards):
Instructional Objectives:  
words takes place.
RF.1.2 Demonstrate understanding of
spoken words, syllables, and
phonemes (sounds).
a. Distinguish long from short vowel
sounds in spoken single-syllable
words.
b. Orally produce single-syllable words
by blending phonemes, including
consonant blends.
c. Isolate and pronounce initial, medial
vowel, and final phonemes in spoken
single-syllable words.
d. Segment spoken single-syllable
words into their complete sequence of
individual phonemes.
• Understand that when “g” is
followed by ”e, i or y”, it usually
has a soft sound of ‘j'
• Understand that when “c” is
followed by “e, i or y”, it usually
has a soft sound of ’s'
Materials: Include all needed materials, resources &
technology Presentation
Form of technology to present the
presentation
Youtube Videos 
One deck of cards per two students
made to complete the game “Ask and
Group” 
Pen and Paper
Technology for students to complete
the game in an alternative way
Key Vocabulary: Germ
Wage
Ice
Face
Price
City
Orange
Gym
Genius
Space
Police

Procedures: Describe step by step the details of the lesson sufficiently so that the reader, as your substitute for the
day, could duplicate this lesson and reach your student objectives.  You may want to include key questions you may
ask and possible student responses.  More is better here. Any differentiation you account for during this lesson (such
as details of how you will engage different groups / subgroups of learners) should be included either at the end or
embedded within the lesson procedures. You may wish to include estimated time allotted for this lesson at the
beginning of this section.
 • Using the presentation to complete the lesson 

• Start by opening the presentation to present it the class

• (Slide 1) Introduce the topic that students will be learning about.

Students will be learning about soft “g” and soft “c”

• (Slide 2) Going over the objectives for the lesson. Explain to your
students that by the end of the lesson they will be able to,  

◦ Understand that when “g” is followed by “e, i or y”, it usually

has a soft sound of ‘j’

◦ Understand that when “c” is followed by “e, i or y”, it usually

has a soft sound of’s’

• (Slide 3) Introduce the Questions of the Day. Tell the students to

place a fist on the top of their head when they have an answer to
the questions

• Read the questions presented on the slide.

- What are some words you know with “g” or c” in them?

- What sounds are the “g” and “c” making in those words?
- Allow 3-5 students with a fist on the top of their head to answer
the questions of the day. Have each student that is answering
the questions to sound out the words that they are answering
the question with. 
- (Slide 4) Share that the students are going to learn more about
soft “c". Play the Youtube video on the slide until 1:03. Share
how much you enjoyed the video that was played.
(Please go to bottom of the chart, would not allow be to extend the procedure block)
 Assessment: Be sure to include multiple means of
assessment when applicable and take care to focus on Students will be assessed throughout
assessment measures that link back your stated the entire lesson
objectives.
1. With the review lesson, be
Evaluation Criteria - What evidence of student
learning (related to the learning objectives and central aware on how students are
focus) does the assessment provide?
answering the question on if the
word has the soft “g”or soft “c”
sound

2. While playing the game, walking

around from group to group
having students sound out the
words on their cards

3. Finishing with the exit ticket,

students will have to give one
word that have the soft “g” sound
and one word that has the soft
“c” sound
To show that the students are meeting
the objectives, the lesson provides an
interview of an exit ticket to capture
each student's final remarks on the
soft “g” and soft “c” sound. However,
there are numerous ways to tell if the
students are meeting the objectives
because of the presentations’
questions and games that are
implemented.

Procedure Cont.
- (Slide 5) Review what was shared with the video. Reminding
students these are also the lesson objectives. Reviewing,
“g”sounds like ‘j’ when the “g” is followed by “i, e or y” . Following
with examples for the students. Sound out the words: germ and
wage. This shows students the soft “g” sound.
- (Slide 6) Share that the students are going to learn more about
soft “c” Play the Youtube video on the slide until 0:43. Share how
much you enjoyed the video that was played.
- (Slide 7) Review what was shared with the video. Reminding
students these are also the lesson objectives. Reviewing, “c”
sounds like ’s’ when followed by “e, i or y”. Following with
examples for the students. Sound out the words: Ice and Face.
This shows students the soft “c” sound.
- (Slide 8) Moving on to the review. Explain to students you are
going to read off words with “g” and words with “c” in them. It is
the students job to tell you if they hear the soft “g” and soft “c”
in the word. Students can signal “yes” by placing their hands on
their head and shaking their head up and down. Students can
signal “no” by placing their index finger on their chin and
shaking their head from side to side.
- Explain to the students you are going to start with the words
with”g”. Read each word that is presented on the slide and see
how each student responds. Respond with the correct signal
after each word
- Move on to words with “c”. Again, read each word that is
presented on the slide and see how each student responds.
Respond with the correct signal after each word. 
- You can also allow students to signal yes or no here in
different ways if they can not signal it with their hands. You can
go up to the student and they can say it to you. Provide the
student with pen and paper to write a check for yes or an “x” for
no. Also, provide students with technology resources if needed.
 - (Slide 9) Game time. Introduce “Ask and Group”. Read the
directions of the game to the students. Reading, in a group of
two:
- You will have one deck of cards that are made for the game
- Each player will begin with four cards 
- You are looking for 4 soft “g” cards or 4 soft “c” cards
- When it is your turn you will discard one card and draw on
card
- Know what group of cards you are going for 
- Continue until each player has 4 cards of the same sound 
- Show me when both players are finished
- Split the students into groups of two, if the class is an even
number walk around the from group to group to make sure the students
are following the rules of the game and understand how to play. Have
the students sound the words on the cards to you as you go from group
to group.
- You can make this game virtual for students who do not
speak. Students can be assisted in playing the game online or with a
partner.
- (Slide 10) Review of the cards in the game. Read over (making sure to
sound out the words) the cards that are presented on the slide. Cards
read; orange, gym, space, and police. 
- (Slide 11) Explaining the final assessment of the lesson, the exit
ticket. Telling students to end the lesson when they leave the classroom
they must:
1. Tell one word with a soft “g” sound - sounding like ‘j’.
2. Tell one word with a soft “c” sound - sounding like ’s'. Remind students
these words can come from the Youtube videos that were shown, the
review lesson, the game that they played or could be a new word that
was not shown.
- For students who do not speak they can write down their
exit ticket.
Books to go with Phonics Pattern
1. Ralph, Matthew. Gia the Not Giant Giraffe. Matthew Ralph Publishing, 2019.
2. Thompson, Carol. Dance! (Amazing Me). Child’s Play International, Ltd. 2017.
3. Soontornvat, Christina. Snow Place Like Home (Diary of Ice Princess #1).
Scholastic Paperbacks, 2019.
4. Guzman, Samantha. The Gentle Giant. Sammie Lorean, 2020.
5. Didi, Dragon. Germs vs. Soap. AHA! Press, 2020.

Game
Name of Game: “Ask and Group”
Objective: Get four card with the same sound
- Get four cards with the soft “g” sound or four card with the soft “c” sound
1. Game is to be played in groups of two
2. Each group will be given a deck of card made for the game
3. Each Player is to start with 4 cards in their hand
4. When it is the player’s turn the player will discard a card from their hand and grab
one from the pile
5. The players will continue to do this back and forth, asking themselves what the
words sound like and if they go together as soft “c” or soft g”
6. Game is continue until both player have 4 cards that go along with the group that
they choose
7. Players will show the cards that they grouped together in a set of 4 to their teacher
to confirm that they have completed the game
- If players run out of card they will reshuffle their discard pile and use the card again
to continue

Card Deck for game (located on next page)