EMERGENT
LITERACY
DYNAMIC D
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
MATERIALS:
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)
PROCEDURE:
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.
REFERENCES:
1.
Adams, Marilyn. Beginning
to Read: Thinking and Learning about Print - A
Summary.
2.
Alison Bradley:
“Tricky
T”
http://www.auburn.edu/rdggenie/guides/bradleyel.html
3.
Bruce Murray: http://www.auburn.edu/rdggenie/twisters.html