D says DUH! Duh?

 

 Emergent Literacy

Hope Churchwell

 

* Rationale. 
The goal for this lesson is for students to learn the letter D and how it is used in various words.  After this lesson, students should be able to say d=/d/, write the letter d in upper and lower case, and recognize and identify the letter d in words and pictures. Letter recognition is one of the two best predictors of first year reading achievement (Adams, pg. 36). 

* Materials.

Primary paper, pencils, dry erase board, dry erase markers, poster with tongue twister written on it David's daddy's dog didn't dig dirt in the dark, Dd- Dinosaur Handwriting Practice Paper, markers, copy paper, paint, paint brushes, My Many Colored Days be Dr. Seuss, and crayons

* Procedures

-Introduce: Introduce the letter D to the students. Boys and girls, today we are going to learn the letter D. The letter d says d=/d/. Sometimes it is hard to figure out how to pronounce certain letters. Today we are going to learn how our mouth moves when we say the letter d.

-Pronounce: Has anyone ever heard of anyone say DUH before to someone when they knew the right answer? Let's all say it together. Duh. Good job!  Now let's think of what our mouth does when we say duh. Watch my mouth as I say duh. How did my mouth move? The tip of your tongue barely touches the roof of your mouth, right behind your top teeth.  Then your mouth opens a little bit and your tongue pops down! Now I want you to watch me. Good Job! Now it's your turn, say duh!  When you say duh I want you to put your finger on your head like you are thinking.

-Tongue Twister (written on poster): Now we are going to practice saying the letter d by saying a tongue twister. The tongue twister will be taught by repeating it in phrases. David's daddy's dog didn't dig dirt in the dark. David's daddy's dog didn't dig dirt in the dark. Now let's say it all together three times. Great! Now every time we hear the duh in our tongue twister I want you to make the duh sound and say it a little longer.

-Writing: Students will now use their primary paper and pencil to learn how to write the letter d. To write a capital D, start at the roof, go straight down, pick up, and go around. For lowercase d, first little, then little d. Teacher will model capital D. Now, it's your turn. I want you to write a whole line of capital D. As you write them, say start at the roof, go straight down, pick up, and go around. The teacher will observe as the students are writing. Now we are going to learn how to write lowercase d. Teacher will model while saying, First little c, then little d. Now I want you to write a whole line of lowercase ds.

-Finding the sound: To hear the duh sound in the word, we are going to say the word very slow. DAD. Let's break this word apart. DUH-a-DUH! Did we hear the duh sound in dad? Great!

-Listening: Now we are going to listen for the duh sound that we learned earlier. When you hear the sound, I want you to point your finger to your head as if you are thinking. Do you hear the sound duh in hat or dog? dot or hot? had or pet? sat or did?

-Whole texts: Teacher will read My Many Colored Days by Dr. Seuss and talk about the story. Book Talk:  My Many Colored Days be Dr. Seuss is a book that describes different colors throughout the story. Each color is related to a feeling and animal. Can you guess what color is related to each animal? Let's read and find out. After discussing the story, the teacher will reread the book and ask the students to listen for the du' sound in the story. Write the words that the students remember onto the board, and underline the in the words. The students will then be able to use different types of writing utensils such as paint, crayons, or markers to color their dinosaur on their Dinosaur primary paper. They will then write a line of uppercase and a line of lowercase ds in their favorite color or the color of their choice.

-Assessment: Students will be given the Dd activity sheet. The students are to color the picture of only the ones that begin with the letter d. If the picture is colored, then the students should write in the letter d at the beginning of the word.

 

* Reference

Adams, Marilyn-Jager. (1990) Beginning to Read: Thinking and Learning
             About Print.  Center for the study off Reading and the Reading
            Research and Education Center, University of Illinois at Urbana-
             Champagne-12.

 

Adams, Whitney: Duh! It's D!
http://www.auburn.edu/academic/education/readinggenie/discov/adamsel.html

 

First School-Preschool Activities and Crafts.

http://www.first-school.ws/activities/animals/dinosaurs/dinostego.htm

 
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