“bbb – bee and ddd
Emergent Lesson Plan
Rationale: It is important for young learners to listen for the first sounds in words as a step to learning how to connect language and reading. Many students struggle with recognizing the difference between b and d. The purpose of this lesson is to reinforce these consonant sounds and to allow children to practice recognizing b and d and their writing skills of the letters.
Chicka Chicka Boom Boom
Picture cards of letter b words: box, bat, bird, bee, bed, bunny
Picture cards of letter d words: dog, duck, doctor, door, dolphin, drum
Primary writing paper
Dry erase board
Dry erase markers
1. Today we are going to go over two letters that look alike, letters b and d. These two letters can sometimes be confusing. First I am going to start by writing b and d on the board. Can anyone make the sound that b makes? What about the sound that d makes? Raise your hand if you can tell me an example of words that start with b? What about words that start with d?
2. The letter b SAYS “bbb-uh,” b = /b/. Can everyone say “bbb-uh”?
The letter d SAYS “ddd-uh,” d = /d/. Everyone say “ddd-uh”?
Do you hear the letter b in bad or dad?
Do you hear the letter d in brown or down?
Now I’m going to show you some pictures that may begin with the b sound or the d sound, and as a class I want us to say them out loud together.
3. Now we are going to say tongue twisters for each letter, emphasizing the letter we hear are focusing on. (I will write each tongue twister on the board) “Bill and Betty baked brown bread for Barbara’s baby.” Now, I want everyone to say it again, but this time stretching out the b “Bbbbill and Bbbbetty bbbbaked bbbbrown bbbbread for Bbbbarbra’s bbbbaby.” Next, we’re going to say it again, but let’s break off the b: “/B/ ill and /B/ etty /b/ aked /b/ rown /b/ read for /B/ arbara’s /b/ aby.” Our next tongue twister is for the letter d. Let’s all say it together: “David’s daddy’s dog didn’t dig dirt in the dark.” Now let’s stretch out the d like we did with the b tongue twister. Last, we’ll separate the d from each word.
let’s take out our paper and pencil and practice writing b’s. First I will show
you how on the board. Let’s start with the capital B. For capital B, go straight down to the
sidewalk, around for his big chest, and around for his big tummy. For
b, start at the roof, go
down, b-b-bounce up and around. Now I want
try. Next, let’s practice writing the letter d, beginning with the uppercase
capital D, start at the roof,
down, pick up, and go around.
For lowercase d, first little c, then little d. I will come around and see how you’re doing. I want each of you to write these letters five times each.
5. Great job today class! Now I would like everyone to come and sit in a circle. We are going to read the book, Chicka Chicka Boom Boom, and while I read I want you to listen very carefully. Whenever you hear a word that starts with the letter b, say “b, b, b, b” and whenever you hear a word that starts with the letter d, say “d, d, d, d.”
Assessment: Children will be evaluated on their participation and their writing practice with each letter. Also, I will assess the students by going around and making anecdotal notes for each individual to their response when reading the book by saying the correct sound with the correct word, and the correct letter to the right word.
Acton, Jessica. Emergent Literacy: Buh! and Duh! http://www.auburn.edu/rdggenie/insp/actonel.html
Martin, Bill Jr. and
Archambault, John. Chicka Chicka
Murray, Bruce. Teaching Letter Recognition. http://www.auburn.edu/rdggenie/letters.html
Wallach, M. A., &
Wallach, L. (1976). Teaching
all children to read.
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