Oh
Say Can You DDDD!
Emergent Literacy Lesson using d
(d =/d/)
By: Brandi Gainor
Rationale: For children
to be successful readers, they must understand that letters represent
phoneme sequences in spoken words. This lesson will help students
to identify /d/. They will learn to recognize /d/ in spoken words
by learning the meaningful representation and a letter symbol.
They will learn then practice finding /d/ in words. Children need
to learn phonemes in order to read and spell words. This lesson
will give children the opportunity to identify /d/ in written and
spoken contexts.
Materials:
Primary paper and
pencils
Chart with "The duke
dropped the dirty double disgusting dinner napkin."
Set of cards with /d/
pictures and words on them (dog, duck, pencil, ball, doll, sled, ship,
book, diaper, pond, hand)
Dad's Dinosaur Day by:
Diane Dawson Hearn
Chalk and chalkboard
Picture page with
pictures that have the /d/ sound and pictures that do not (desk, fish,
door, arm, pond, car, leaf, dish, flower, hand)
Procedure: 1.
Introduce the lesson by saying our language is a secret
code. It is made up of 26 letters and each of these letters makes
a certain sound or gesture. We have to move our mouths in a
certain way to produce these sounds or gestures. Some of the
sounds or gestures can very tricky and some are easier than others. 2. I want
all of you to imagine a basketball bouncing. Can you hear the /d/
/d/ /d/ sound that the ball makes (illustrate a bouncing ball
movement). Well today, we are going to talk about the /d/ sound
and the letter that represents that sound. Can anyone tell me the
letter that makes the /d/ sound. That's right, it is d. Some examples of words
that have the /d/ sound are nod,
like you nod your head. Head,
also has the /d/ sound. Can anyone else think of a word with the
/d/ sound? 3. Let's
try a tongue twister (on chart paper so that the students have a
visual). "The duke dropped the dirty double disgusting dinner
napkin." Great! Now I want you to say it again but this
time, separate the /d/ from the rest of the work like /d/uke. The
/d/uke /d/ropped the /d/irty /d/ouble /d/isgusting /d/inner napkin.
4. Have the
students take out primary paper and pencils. Tell students:
"We can use the letter d to spell /d/. Let's write it first
(teacher modeling on the board). First little c, then little d. Now I want to see your d’'s. After I put a star on
your paper, I want you to make four more d’'s. 5. Now we
are going to have an activity with /d/. I am going to hold up a
card with a picture on it. I will say the word and if you hear
the /d/ in the word, I want you to dribble your basketball so that I
can hear the /d/ sound. Hold up the picture and say the words. 6. Read Dad's Dinosaur Day and talk
about the book. Read the story again. "I am going to read the
story again and when you hear the /d/ sound as I read, I want you to
dribble your basketball, but make sure that you do it quietly so that
everyone can hear the reading." 7. For
assessment, pass out a picture page that has words with and without the
/d/ sound. I will go over each picture so that students are aware
of what they are. The children will place a circle around all of
the words that have the /d/ sound. I will walk around and monitor
the children as they do the assessment.
