Dancing & Bouncing with Piglet

Piglet

Learning b=/b/ and d=/d/

Emergent Lesson Plan

BY: Naomi Lewis

 

Rationale: It is important for children to learn how to identify and listen for the beginning sounds in words as a step to learning how to connect language and reading. This lesson is designed to help students learn to recognize the difference between b = /b/ and d = /d/. These two letters look alike and so they are often confusing and hard to learn. Throughout this lesson, the children will have the opportunity to practice listening for these sounds and to practice writing the letters b and d.

 

Materials:

- Large cards with the letters b and d written on them

- Picture cards with words starting with “b” –  ball, bat, boat, box

-Picture cards with words starting with “d” – dog, duck, door, drum

- Book: The Bernstain Bears Go To The Doctor by Jan & Stan Bernstain

- Dry Erase Board

- Dry Erase Marker

- Primary writing paper

- pencils

- pink and black cards for each student

 

Procedure:

- “Today we are going to learn about two letters that look a lot a like. They are b and b” (show cards as you say each letter). Hold up the card with b on it. “Can anyone tell me the sound that b makes? Right, b says /b/. Good job. Now everyone say /b/ with me.” Hold up the card with d on it. “Can anyone tell me the sound that d makes? Right, d says /d/. Now everyone say /d/ with me. Good. “Now I am going to show you some pictures and I want you to tell me which letter, Bb or Dd, they start with.” Show picture cards from materials list. 

- Now listen carefully to what to what I ask:”

* Do you hear /b/ in bad or dad?

* Do you hear /d/ in brown or down?

-  “Good job! Next we are going to learn some fun tongue twisters to help us remember the sounds that Bb and Dd make. A tongue twister is a sentence where a lot of the words start with the same letter and it is kind of hard to say them fast.” J (Write the tongue twisters on the board) 

* “Here is our tongue twister for the letter Bb, we are going to emphasize (say it loud) the /b/ sound: ‘Bill and Betty baked brown bread for Barbara’s baby.’ This time I want us to stretch out the /b/: ‘Bbbill and Bbbetty bbbaked bbbrown bbbread for Bbbarbara’s bbbaby’ Good job. Ok, this is the last time but now I want us to break off the /b/: ‘/B/ill and /B/etty /b/aked /b/rown /b/read for /B/arbara’s /b/aby.’”

* “Here is our tongue twister for the letter Db, we are going to emphasize (say it loud) the /d/ sound: ‘David’s daddy’s dog didn’t dig dirt in the dark.’ This time I want us to stretch out the /d/: ‘Dddavid’s dddaddy’s dddog dddidn’t dddig dddirt in the dddark.’ Good. Ok, this is the last time, not we are going to break off the /d/: ‘/D/avid’s /d/addy’s /d/og /d/idn’t /d/ig /d/irt in the /d/ark.’”

- “Now we are going to practice writing the letters b and d. Let’s take out our paper and pencils. Watch me first, as I show you how to write them.” (write letters on board)

*  “For little or lower-case b, you start at the roof and go down, bbbounce up to the fence and around. Now it is your turn. Nice.”

*  “For little or lower-case d, first you make a little c then little d.”

* “I want you to practice each letter 5 times. That means that you should write  5 little or lower case bs, and 5 little or lower-case ds. I will walk around to see how you are doing. Raise you hand if you have a question or need help.”

- “You all are doing a great job today! Now I want us all to go and sit in our group area and we are going to read The Bernstain Bears Go To The Doctor. This book is about Brother and Sister Bear and their trip to the doctor’s office. They are both worried about getting shots. In order to find out what happens we are all going to have to be good listeners. (pass out pink and black cards) As I read the book I want you to pay close attention to the words that start with Bb and Dd. Every time you hear a word that starts with a Bb I want you to hold up the pink card and if you hear a word that starts with a Dd, I want you to hold up the black card. Let’s try it.” Read the title as the children practice holding up their cards.

 

Assessment: The children will be evaluated/assessed on their participation and their writing practice. I will also be making individual notes on the children’s responses while we are reading the book to see if they are getting the correct sound with the correct word. I will pass out a work sheet after the story where they will have to write a ‘b’ next to the words that start with /b/ and a‘d’ next to the words that start with /d/.

 

Reference:

- Acton, Jessica. Emergent Literacy: Buh! and Duh! http://www.auburn.edu/rdggenie.insp/actonel.html

- Bernstain, Stan & Jan. (1981) The Bernstain Bears Go To The Doctor. New York: Random House, Inc. ISBN: 0-394-84835-7

- Ebaugh, Jayme. Emergent Literacy: bbb – bee and ddd – dee! http://www.auburn.edu/rdggenie.constr/ebaughel.html

- Murray, Bruce. Teaching Letter Recognition. http://www.auburn.edu/rdggenie/letters.html

- Wallach, M.A. & Wallach, L. (1976). Teaching All Children to Read. Chicago: University of Chicago Press. Wallach and Wallach’s Tongue Twisters: http://www.auburn.edu/rdggenie/twister

 

 



Bb
Dd

 

 

 

 

Name:___________________________ Date:_______________

 
Write a ‘b’ next to the pictures that start with /b/

Write a‘d’ next to the pictures that start with /d/

 

                                         

 

 

__________________                                                      ______________________

 

 

                                                                  

 

 

___________________                                                     _______________________

 

 

 

                                                                      

 

 

________________                                                                     ___________________


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