Rationale: In order for children to comprehend what they are reading they must be able to read fluently. Readers must be able to recognize letters effortlessly and automatically. This lesson will help distinguish the phoneme difference between /b/ and /d/. Students will learn a meaningful representation and a letter symbol and also practice identifying b and d in word games.
Materials: Primary paper and pencil, picture of a bed with the headboard made out of a b and the footboard made out of a d. I will also need Rube and the Tube (educational insights), and picture cards that I make containing the letters b and d.
Procedures: 1.) I will tell students that we are going to try to untangle a secret code. In a few minutes we will play some games to untangle it, but first we have to learn some hints to untangle it. I will tell them that /b/ and /d/ have different mouth moves.
2.) Model for students that when you say /b/ your lips come together. I will have them say /b/. Then I will show them when you say /d/ your tongue hits the top of your mouth and your lips do not come together. They will say /d/. Then I will have them say /b/ and /d/ right after each other. Make sure they understand the difference.
3.) I will provide students with a picture of a bed. The headboard of the bed will be made with the letter b and the footboard will be made with the letter d. We will practice saying the word bed and taking notice of our mouth moves.
4.) Have students sing “Four Little Monkey’s Jumping on the Bed.” But have them emphasize b-b-bed. And the next time around they will emphasize bed-d-d. Rotating each round.
5.) Have students take out primary paper and pencils. I will model how to write b. Start up at the roof top and go down to the floor. Pick up your pencil and draw a circle in the first level. Then I will model how to make a /d/. Start at the rooftop, come down the floor, bounce back up and go around. It is a c with a straight line on it. Point out the difference between the two letters. Have children make one row of each letter.
6.) Call on students to answer and tell how they know. Do you hear /b/ or /d/ in dad? Bad? Back? Dig? Donut? Board?
7.) Read Rube and the Tube and talk about the story. Read it again and have students raise their hands when they hear /b/ and have them touch their noses when they her /d/.
8.) Have students write a message telling a different ending for Rube and the Tube. Display their work.
9.) For assessment, I will have four pictures in front of the
student. Pictures will contain the words: red, dog, big, and cab,
grabbing, and padding.
Teacher says point to the picture that begins with the letter b.
Point to the picture that begins with letter d. Point to the picture that ends with letter b. Point to the picture that ends with d. Point to the picture that has b in the middle of it. Point to the picture that has d in the middle of it.
· Eldredge, Lloyd J. Teaching Decoding in Holistic Classrooms. Prentice Hall, Inc. 1995. Pages 52-70.
· Sue Dickson, Teacher Training Video for Sing, Spell, Read, and Write.
· Rube and the Tube. 1990 Educational Insights. Carson, CA (USA), St. Albans, Herts (UK).
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