Brittany Moore


RATIONALE:  Children cannot learn to read and write until they are able to recognize the letters in the alphabet and the phonemes they represent.  According to Adams, letter recognition is one of the best predictors of reading success.  This lesson will focus on learning the letter d in print and the sound /d/ that it makes in spoken words. 



Tongue twister on a sentence strip (David’s daddy’s dog didn’t dig dirt in the dark)

Primary paper (for entire class)

Pencils (for entire class)

Picture cards (hand, foot, dog, cat, deer, rabbit, dish, spoon, dress, pants)

Chart paper and marker

Enlarged letter D

Dr. Seuss's ABC: An Amazing Alphabet Book!  by Dr. Seuss

Sheet that contains pictures with and without the letter D (hand, foot, dog, cat, deer, rabbit, dish, spoon, dress, pants)



1.)  Introduce the lesson to the class:  “Today we are going to learn about the letter D!  We find the letter D in many words.  To be able to read our books and write words, we need to know what it looks like and the sound that it makes.”


2.)  Introduce the letter:  Hold the enlarged letter up for the entire class to see.  “Boys and girls, does anyone know what letter this is?  That’s right, it’s the letter D!  Can anyone tell me what sound it makes?  It says /d/.  We hear this sound in words such as ‘door or dog’”.


3.)  Introduce the tongue twister:  Hold the sentence strip up for the children to see.  “This is a sentence that uses our letter D a lot. I am going to say the sentence once, and then I want you to repeat it.  Ready?  ‘David’s daddy’s dog didn’t dig dirt in the dark’ (emphasize the D in each word). Okay now you say it.  Good!  Now let’s see if we can say it three times in a row, and really stutter the D sound out.  Great!


4.)  Practice writing letter D:  Hand out the primary paper and pencils to the students.  Put the chart paper on the wall and using the marker, show the students how to write an uppercase D and lowercase d.  “Now we are going to practice writing the letter D.  Here is how we write the uppercase D.  Line straight down, hump around (model for students).  This is how we write the lowercase D.  Little c, little d (model for students).  Alright, now I want you all to practice writing the letter D and I will walk around and help you.”


5.)  Introduce picture cards:  “I am going to show you all two pictures.  One is a picture of a word with the letter D in it and one does not have the letter D in it.  Let’s see if you can tell me which word has the D.  Ready? (hold up card with dog on it and card with card on it).  Which pictures do you see?  A dog and a cat, right!  Now which one has the letter D in it?  Yes, the word dog has the letter D in it.  Great job!”  Go through all the picture cards this way. 


6.)  Introduce the story ABC’s:  “This is a story that has all the letters of the alphabet in it.  When we get to the letter D, I want you to pat your head.”  This will help reiterate the other letters of the alphabet that have already been studied for the children.   


7.)  For assessment, give children a sheet that has pictures on it of words that do and do not being with the letter D.  Have the children either circle the picture, color it, or write the letter D underneath of the ones that have the letter D.


8.)  For an extension:  Read the students the book No, David! by David Shannon to reiterate the letter D.  You could have them raise their hands every time you said a D word. 




1.  Adams, Marilyn. Beginning to Read:  Thinking and Learning about Print - A
Champaign:  Center for the Study of Reading Research and
Education Center, 1990. p 36


2.  Alison Bradley: 

“Tricky T”



3.  Bruce Murray:  http://www.auburn.edu/rdggenie/twisters.html