Duke is Bad to the Bone
Emergent Literacy Design
By: Jenilee Foukal
By: Jenilee Foukal
Being able to recognize letters is extremely important for children's understanding of written and oral language. Beginning readers tend to struggle with the letters b and d. The goal of this lesson is to provide students with instruction and activities that will help them better understand the letters b and d. In this lesson, students will work with listening to, speaking aloud, and writing words that begin with these two letters.
-Primary writing paper
-A pencil for each child
-Poster with picture of a bed and word
-Poster board with tongue twister "The baby bees and bugs are bad to the bone."
-Poster board with tongue twister "Duke the dog doesn't dance at the door."
-Pictures of objects that start with either a b or a d (dog, ball, bat, duck, door, bean, doll, etc.)
-The book Chicka Chicka Boom Boom
-A blue card with the letter b on it
-A green card with the letter d on it
Have a poster with a picture of a bed on it. Ask students, "Does anybody know what this is a picture of?" Call on a student. "That's write, it's a bed. Beh-Duh." (Over-emphasize the first and last consonant, and signal for the students to repeat the saying.")
1. "Beh-Duh" –I will form both of my hands into the "OK" sign. Signal for students to mimic the hand gesture. Go around and trace their fingers while saying "Beh-Duh".
2. Have a worksheet for each child that says the word bed on the top written out on primer paper. Point to the enlarged b on the paper and ask, "What sound does this make?" /b/, you're right." Now pointing to the d, say "Now what sound does this letter make? /d/, you're right.
3. I will have a sets of the
letters b and
d on cardstock for each student. I
will pass these out and instruct them to wait for all instructions to learn how
to play the upcoming game. "Alright, I will hold up a picture of an object. Each
picture will be of something that either starts with a
b or a
d. After we figure out what the
picture is, you will hold the card of the letter it begins with. If the word
starts with a b, hold up the blue
card with the 'b' on it. If it starts with a
d, hold up the green card with the
d on it." This could be done as a
small or whole group. Either way, have a checklist of students' names and words
being used in activity. Check off miscues that students might make.
Cardstock with images of:
Book, bear, ball, bus, broom,
Dog, doll, dish, duck, dress, dear, desk
4. Ask the students to get out their pencil and primary paper. First model how to write it before instructing them to do so. "Now let's take out our lined paper and our pencils. We are going to practice writing our two letters b and d. First I am going to model for you on the board how to write the little b. Starting at the rooftop you will go down to the sidewalk bounce up to the fence and around. Now students you try to write a lower case b and say go down, bounce up and around." Have students continue to write the letter before moving on. "Now class we are going to write our lower class d. We all should remember how to write our friendly lower case letter c, (this should be their background knowledge). I am going to show you first on the board, while I am writing I will say the phrase "for little d, first make little c and then little d." Have students continue to practice writing.
5. Then take out the big book Chicka Chicka Boom Boom. Before you begin reading ask the students to make the 'b' or 'd' with their hands when they hear these sounds in the book.
6. The students will be assessed in their ability to write their letters and their ability to signal when they hear the b and d sounds in the book when read aloud. They will also be assessed by taking note of what letter they hold up as I show them the objects on the cardstock.
-Big Dirty Dogs: Kathryn Mangum
-Bouncing B's and Dribbling D's: Hayle Lipham
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