D says DUH! Duh?
* 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 (
* 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
-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
About Print.
Center for the study off
Research and
Champagne-12.
Adams,
Whitney: Duh! It's D!
http://www.auburn.edu/academic/education/readinggenie/discov/adamsel.html
http://www.first-school.ws/activities/animals/dinosaurs/dinostego.htm