Emergent Literacy Design
By: Dee Globetti
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.
Index cards (dog, duck, pencil, ball, doll, sled, ship, book, diaper, pond, hand)
Poster with tongue twister on it "The dinosaur dropped his dark dirty dishes"
Worksheet for each student for assessment (with pictures of a desk, fish, door, arm, pond, car, leaf, dish, flower, and hand)
Dad's Dinosaur Day by Diane Hearn
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 dinosaur dropped his dark dirty dishes" Great! Now I want you to say it again but this time, separate the /d/ from the rest of the work like /d/inosaur. The /d/inosaur /d/ropped his /d/ark /d/irty /d/ishes.
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. Give a book introduction to engage students. "Mickey's dad isn't his usual self one day. In fact, he has become a dinosaur. Mickey enjoys his dad being a dinosaur. They have a blast. But does Mickey want his dad to be a dinosaur forever? You'll have to read it to find out." Then, 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. The pictures will include a desk, fish, door, arm, pond, car, leaf, dish, flower, and hand.
Hearn, Diane Dawson. Dad's Dinosaur Day. Maxwell Macmillan Publishers.
Brandi Gainor. Oh Say Can You DDDD! http://www.auburn.edu/academic/education/ reading_genie/begin/gainorel.html
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