Bubbling B and Doodling D

Andrea Shelton

Emergent Lesson 1

Rational: For a child to be a successful reader he or she needs to be able to recognize letters instantly and the phoneme that it makes.  Since b and d look so similar they are commonly confused this lesson will help the student in recognizing the correct letter, the characteristics that make each letter different and the phoneme it makes.

Materails:

Chicka Chicka Boom Boom by  book

Index cards with letter and picture

Pencils

Paper

Procedure: 

1. Explain and Model what the students will be learning for this lesson.

For this lesson we are going to go over the letters b, and d.  This two letters are very similar and that is why we confuse them for each other.  This letter is b (hold up card b with picture of a bumble bee) and this is the letter d (hold up card d with picture of a dog).  Can someone raise their hand and tell me what letter this is (student holds up card -b).  (correct response) Very good.  Now as a class let's say the letter together b, b, b. Great participation.  Now can someone tell me what sound b makes (hold up card with -b).  (correct response) Good job.  Now as a class let's say the sound /b/, /b/, /b/.  Good.  This time we are going to come up with words that have a -b in it.  Can someone who is sitting quietly and is raising their hand tell us what word they thought of that starts with the letter b.  Student's response bat, bubble, and bee.  Terrific.

Now we are going to work on the letter d.  Can someone raise their hand and tell me what letter this is (student holds up card -d).  (Correct response) Kiss your brain.  Now as a class let's say the letter together d, d, d. Great job.  Now as a class let's say the sound /d/, /d/, /d/.  Good.  This time we are going to come up with words that have a -d in it.  Can someone who is sitting quietly and is raising their hand tell us what word they thought of that starts with the letter -d.  Student's response dance, dog and draw.  Kiss your brain.  Now put away your cards.

2. B/D word phoneme recognition

Do you hear the sound /b/ in baby or mom.

Do you hear the sound /b/ lazy or busy.

Do you hear the sound /b/ in slug or bug.

Do you hear /d/ sound in dip or slip.

Do you hear /d/ sound in fig or dig.
 

3. Now we are going to do some funny tongue twisters.  This may be hard to say but let's give them a try.

First I want you to listen to me as I say the tongue twister, and then I want us to say it together as a class. 

We are going to start with b. Benny's blue bunny bakes blue berries for breakfast.  Now everyone emphasis the /b/ while saying the tongue twister: Benny's blue bunny bakes blue berries for breakfast.  Good job.

Now let's do -d.  Remember to emphasize /d/.  Debbie digs up daisies in the dirt during daylight.  

4. Everyone take out your lined paper and pencils.  We are going to practice writing our b's and d's.  First, I will explain the special way to write a b. (writes on board). When we write our letters we start from the right side of the paper and make our way to the left side with each new letter.  Start at the rooftop come down and bbbbounce up to the fence and around.  Now I want to see you try it.  Write it about six times on paper while quietly saying start at rooftop come down and bbbounce to the fence and around. When you write your letter place your finger after the letter to write your next letter so we can recognize the letters.   Good job I see you were all paying close attention.  Next, I will show you how to write a  d.  Remember class when we learned how to write the letter c.  Will we are going to combine our c to make a   d.  (writes on board) First little c then little d.  Now I want to see you try to write it about six times while saying first little c then little d quietly to yourself. Remember to leave about one figure space in-between each letter so we can recognize the letter.  Good job class.

5. Connect today's lesson to the book, Chicka Chicka Boom Boom.

 Since we have distinguished the difference between our b's and our d's we are going to read a book called Chicka Chicka Boom Boom. Now, get your cards with your b's and d's out.  While I read the book I want you to look for the letters b and d and hold up the correct card with the letter on it and say that letter.  If I read the word b that means hold up your b card and say the /b/ sound.  Do the same thing for d.  If you hear me say d hold up the d card and say /d/.  Let's begin.

6. Assessment:

I while do an informal assessment on the student's as they write b and d I will make notes of who needs more practice and who is picking up on the difference.  I will also make notes to see who is participating and who is not and compare that to who is getting the letters and who is not to see if they correlate.

 
References:

Murray, Bruce. Teaching Letter Recognition. http://www.auburn.edu/academic/education/reading_genie/letters.html

Tate, Natalie.  Emergent Literacy.  Big, bad, b and d!

       http://www.auburn.edu/academic/education/reading_genie/