Why Oh Why  Buggy Bs and Distracting Ds?

 

bd


By Angela Simpson

Emergent Literacy

 

Rationale:       Beginning readers start down the road to becoming fluent readers by recognizing letters and the sounds that accompany them. The letters b and d are two letters that give beginning readers some trouble, because they look so much alike. This simple mistake makes children mix up the letters, and as a result they pronounce the word incorrectly. In this lesson, the children will be exposed to b and d in many different ways, including hearing and saying the letters and sounds as well as reading and writing.

 

Materials:

               Dry-Erase Board

  Dry-Erase Markers

                           Lined Paper

                           Pencils

                           Pink Paper (Print a b on a Pink sheet of paper and attach a popsicle stick to it)

                   Yellow Paper (Print a d on a yellow sheet of paper and attach a popsicle stick to it)

                  Pink card for each student

                  Yellow card for each student

                        Popsicle Sticks

                        B word picture cards (ball, box, basket, ballerina)

                        D word picture cards (dog, dish, duck, deer)

                        Book: Dee and Bee By: Robin Isabel Ahrens

 

 

Procedures:

 

1.            Explain what the day will hold for the students.

Today we are going to learn about two letters that are very tricky. The two letters are b hold up the pink b card and d hold up the yellow d card. Can someone please raise their hand and tell me what sound the letter b makes? Student Response Great job the letter b does make the b = /b/ sound, lets all say it together. SR Now can someone please tell me what sound the letter d makes? SR You are correct, the letter d does make the d = /d/ sound. As you can see class, we have two columns here, one side has a letter b on top and one side has a letter b. Now can I please have a volunteer to write some words on the board that begin with the letter b and d? Students will write words on the dry erase board underneath the correct column.

 

2.            B and D card Activity

The students will all have their pink b cards and their yellow d cards in their hands. The teacher will have several cards with words and pictures on them and she will ask the class to tell her which one begins with a b or a d. Ok class raise the correct card when you hear the b = /b/ sound or the d = /d/ sound.

 

Do you hear the /b/ sound in box or car?

Do you hear the /d/ sound in log or dog?

Do you hear the /b/ sound in ball or call?

Do you hear the /d/ sound in fish or dish?

Do you hear the /b/ sound in basket or trash?

Do you hear the /d/ sound in duck or truck?

Do you hear the /b/ sound in ballerina or cake?

Do you hear the /d/ sound in deer or hear?

 

3.            Go over Tongue Twisters for b and d.

Ok class, now we are going to say some funny tongue twisters you will listen to me while I say it first then we will say it together.

First we will say a twister for the letter b:

Brodie baked big brownies for his big brother, Braydens Birthday.

Now repeat it with me, SR Great job class  Kiss your Brain! Now listen to me while I say the tongue twister for the letter d.

Daniel dug ditches during Dotties dance duet.

Now repeat that one after me. Awesome you all are doing great!

 

4.            Practice letter formation and writing practice

Now boys and girls, we are going to practice how to write bs and ds on our paper, so please get out your lined paper and a pencil. I will show you on the board how to make a little b first Model on the board as I explain to the students For lower case b, you start at the roof and go down, BBBBbounce up to the fence and around. Now class, you try to say it to yourself as you make your own bs on your paper. Great Job let us practice and write four more bs on your paper give the students one minute to finish. Now students we are going to practice writing the lower case letter d. We all remember how to write a lowercase c this should be in the students background knowledge. Watch and listen as I show you how to write it on the board Model with the phrase For little d, first make little c, then little d. Now it iss your turn class! You are all doing a wonderful job, let us practice and write 4 more little ds give the class 1 minute to complete. Great Job guys Kiss your Brain!

 

5.            Connect todays lesson to Dee and Bee!

Students now that you have such a great understanding of the differences  between b and d, we are going to read the story, Dee and Bee, and I want you to get your pink b card and your yellow d card ready in your hands. Whenever I say Bee or any word that begins with a b you will hold up the pink card, and whenever I say Dee or any word that begins with a d you will hold up your yellow card. Read the title and see if the children understand what is going on.

 

Assessment

            The students will be assessed throughout all parts of the lesson, but mainly through their participation in the last part of reading the book. The more the children participate, the better I will be able to see their comprehension.  I will also assess their writing samples and assess what will need to do next.

 

Reference

Tate, Natalie.  Emergent Literacy.  Big, bad, b and d!   
 
http://www.auburn.edu/academic/education/reading_genie

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


Lewis, Naomi. Emergent Literacy. Dancing and Bouncing with Piglet!

http://www.auburn.edu/academic/education/reading_genie/invent/lewisel.html

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