Dunk, Dunk, Dribble, Dribble
Rationale: 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 (a basketball dribbling) and the letter symbol D,
practice finding /d/ in words, and
apply phoneme awareness with /d/ in phonetic cue reading by distinguishing
rhyming words from beginning letters. This
lesson is geared towards an appropriate literacy goal for students at this stage
of literacy development.
Materials: Primary paper and a pencil. Chart that says "Dan dribbles down then
dunks"; Dr. Seuss's ABC (Random House, 1963); words cards with DO, DOG, DUCK,
DUNK, DARK, DOWN
Procedures:
1. Say: Our
written language is a secret code. The trick is learning what the letters stand
for- the mouth moves we make as say words. Today
we are going to work on spotting the mouth move for /d/. We
spell /d/ with the Letter D. D
looks like a half moon, and the /d/ sounds like we are dribbling a basketball.
2. Let's pretend to dribble our basketball. When
I say go, I want you to dribble three times for /d/, /d/, /d/. (Pantomime
a dribbling motion while saying /d/)/ Notice
how the tip of your tongue starts at the top of your gums behind your front
teeth and pops down? When we say /d/, we are pushing air through our mouths
while we move our tongue. Try it! Yes, very good!
3. Let
me show you how to find /d/ in the word dribble. I'm
going to stretch out the word in slow motion and listen for my dribble sound. Dddd-rr-ii-bb-ll-e. Again. DDDdddd-rrr-ii-bb-l-e. Did
you see how my tongue hits the back of my teeth and came down? I can almost feel
that dribble sound when my tongue hits the tops of my gums.
4. Let's try a tongue tickler. "Dan dribbles down then dunks." Can
we stretch out that drum beat? Every
time we hear it is at the beginning of the words. Like
this, "Dddan ddddribbles, etc." Now, let's see if we can pull that dribble sound
off of our words. "Dddd-an
ddd-ribbles dddd-own then ddd-unks, etc."
5. (Bring
out primary paper and pencil) We use the letter D to spell /d/. Captial
D looks like a half moon. We
can also practice lowercase d. First,
make a lowercase c. Then,
right next to the c, begin at the rooftop, and connect a straight line on the
side for our c until we reach the sidewalk. Once I see that you have it,
and I give you a sticker for your hard work, I want you to make nine more just
like it!
6. I
want you to listen to the words and sounds I am going to say. You
can tell me if you hear /d/ in these words. Do
you hear /d/ in dream or awake? Down or up? Cat or dog?
Now, dribble your basketball if you hear /d/ in any of the words I say. "Time,
dear, book, monkey, dessert, double, rose"
7. Say: "Let's look at an alphabet book. Dr. Seuss tells us about a boy having a
silly dream whose name starts with a D. Can you guess?" Read the D page drawing
out /d/. Ask children if they can think of other words that start with /d/. Make
up a silly dream like David Donald Doo's and include pictures. I will display
these on the letter board.
8. Show DOG and model how to decide if it is DOG or LOG. The D tells me to
dribble my basketball, so this word is ddd-og, dog. You try some: DUNK: dunk or
skunk? DOWN: down or frown? DUCK: luck or duck?
9.
For assessment, distribute the worksheet. Students
are to complete the partial spellings and color the pictures that begin with F.
Call students individually to read the phonetic cue words from step #8.
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