DDing DDing
DDing Your Bell with D
Emergent
Literacy
Rationale: In order for children to
be able to decode words and succeed in reading, they must have an accurate
understanding of phonemes. This lesson will help children identify /d/, the
phoneme represented by D. Students will learn to recognize /d/ in spoken words
by learning a meaningful representation (Dinging a bell) and the letter symbol D
in written words.
Materials:
Hand outs of the bell
picture
"Duck on a Bike" by David
Shannon
White
board
Expo
marker
Poster with words written:
DIME, DOCK, MUD, DAY
1.
Today we are going to learn about the letter D. The letter D is for /d/ and it
sounds like a bell going Diiiing Diiiiing. Can you make a bell sound? Good. Lets
put a hand motion along with our sound. When we make the Diiiiing D sound, let's
put one hand in the air and pretend you are ringing your little bell. Now, we
know that this is a /d/ sound because when we say it, our tongue touches the
roof of our mouth. When we say /d/ our mouth form an almost smile. (Let them
experiment along with you). When you were saying /d/, /d/, /d/, did you feel
your mouth open a little bit? Did you feel your tongue start behind your top
teeth and then dart back behind your bottom teeth? Great
job!
2.
Now I want to show you a silly saying with our new sound. (Write the silly
saying on the board. As you write, dramatize the D in each word.) Let's say the
phrase together now. "Delightful Dewey Drove Down to the Diner to get Dinner."
(Have the students say the phrase one more time together.) Now let's stretch our
saying out: DDDDelightful DDDDewey DDDrove DDDown to the DDDiner to get
DDDDDinner." Good job! We are going to do it one more time and this time I want
you to ring your bell when you hear /d/.
3.
Let's see if we can find our DDDing-ing bell in the word DUCK. DDDDDUCK. I heard
it! It was at the beginning. Who else heard it? D-U-C-K. Did you hear it that
time? What about the word CAR? C-c-c-a-a-a-r-r-r. No, I didn't hear the DDDing
in car.
4.
How about everybody get out your paper and pencil so we can learn how to draw
our D! Start with a line that goes from the roof all the way to the sidewalk.
Now, we are going to connect the top of the line to the bottom. We do this by
putting out pencil at the roof and making a curve all the way to the sidewalk
where the line touches. Let me see everybody's big D's. Great! Now try it five more times on
your own. Now, let's look at little d. Start with little c by starting just
below the fence. Go up to the fence
and curve around until you get to the sidewalk. Curve back up and you have little
c. Is that ready to be a little d
yet? NO! Then go up to the rooftop and make a line all the way down to the
sidewalk to make the little d. Let
me see everybody's little d's.
Great! Now try it five more times on your own.
5.
Now we are going to read this funny book called Duck on a Bike. "In this book a silly duck lives on a
farm. One day, he sees his boy's
bike. What do you think that silly
duck is going to do? How do you
think the other animals will feel? We will have to read to find out!" When I read this book, every time you
hear the /d/ sound, I want you to ring your bells.
6.
Let's see how good of listeners you guys can be. Do you hear /D/ in Dog or Cat?
Bird or Fly? Now, when you hear the /D/ sound, I want you to ring your bell.
Feed, Bend, Flop, Down, Fast, Candle. Good job. Now, I want you guys to tell me
what word I am saying. (Call on one student at a time to guess). D-ip, D-ress,
D-ark. Great.
7. I have some words up here on my paper (reveal the poster with the words). We know now that D is used to write the D-D-D sound. Is this correct? Yes, it is. (Point to first word) Is this DIME or LIME? LOCK or DOCK? DUD or MUD? BAY or DAY?
Reference:
"Duck on a Bike" by: David Shannon
Lynn Mitcham- Duh I Know my D!
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