Bumbling
Bees and Double Doozies
Emergent Literacy
Rationale:
To be
good readers and writers is a hard task. It is
important for children to learn the letters of the alphabet, and the
sounds
they make. The letters b and d and
their sounds /b/ and /d/ can
sometimes be really hard. The purpose of this lesson is for the
students to
learn the concepts of letter-sound recognition.
Materials:
Pencils
Primary Paper
Dry Erase Board with
Markers
Pictures with things that
start with b and d (students may
color) - Butterfly, Bumblebees, Buckets, Bears, Dogs, Dice, Duck, and
Dove.
Procedures:
Introduce the lesson by
explaining to the students that
reading and writing are everywhere and we need to learn how to read and
write
for everyday life. We will begin talking about the b.
I will say, "We are going to learn about the letter b."
I will ask the students if
anyone know what sounds the letter b
makes. "The letter b makes the
/b/ sound. You can hear the /b/ sound in buckets and bear. Who can tell
me what
other words start with the /b/ sound?"
I will then hold up
different pictures with the /b/ sound. We
will discuss the sound we hear at the beginning of each word.
"Bumblebees.
Let's say that sound at the beginning of bumblebees. /b/. Excellent!
What
letter is that?" We then think about the /b/ sound by talking about the
heartbeat. "Who can tell me what sound the heartbeat makes? Good! The
heartbeat
makes a bbbb sound." While explaining the heartbeat sound I will pat my
chest. I will then ask the students to pat their chest while making the
bbbbbb
sound. I will then: "When I say /b/, what does my mouth look like? Look
at
my lips start out together and then open and a puff of air come out.
Now let's
practice."
I then have the students
say: "Black Bugs Bleed Black
Blood." I will first demonstrate aloud how to say the tongue twister by
exaggerating the /b/ sounds in the tongue twister. Then the students
will say
the tongue twister.
Next we will work on
writing upper and lowercase Bs. "To write an uppercase
B we will start at the rooftop and go
straight down to the sidewalk. Let's now give the line a chest and a
tummy."
I will demonstrate this while I am talking. "Ok now it is your turn.
Say
it with me while you practice." We then practice five times saying the
helpful sentence.
"To write a lowercase b you make a lowercase c
between the fence and the sidewalk. Then draw a line connecting the c together." I will demonstrate
while I am talking. "Ok now it is your turn, say it with me while you
practice." We then practice five times saying the helpful sentence.
We then talk about the
letter D I will say: "Next, we are going to learn
about the letter D." I will ask the students if
anyone know what sounds the letter D
makes. "The letter D makes the
/d/ sound. You can hear the /d/ sound in dogs and dice. Who can tell me
what
other words start with the /d/ sound?"
I will then hold up
different pictures with the /d/ sound.
We will discuss the sound we hear at the beginning of each word. "Dogs.
Let's say that sound at the beginning of dogs. /d/. Excellent! Now what
letter
is that?" We will then think about the /d/ sound by talking about a
puttering old car. "Who can tell me what sound the puttering car makes?
Good! The puttering car makes a /d/, /d/, /d/, /d/ sound." While
explaining the puttering car I will act like I am driving a car. I will
then
ask the students to ace like they are driving a car while making the
/d/, /d/,
/d/ sound. Then I will say: "When I say /d/ how does my mouth look?
Look at
my mouth, it is open and my tongue is on the roof of my mouth. I then
let out
air by bringing my tongue back down. Now let's practice."
I will then have my
students say: "Double Bubble Gum,
Bubbles Double." I will first demonstrate aloud how to say the tongue
twister by exaggerating the /d/ sounds in the tongue twister. Then the
students
will say the tongue twister.
Next we will work on
writing upper and lowercase Ds. "To write an upper
case D start at the rooftop and draw a
straight line down to the sidewalk. Then make a big backwards
c by starting at the top of the line
and finishing at the sidewalk." I will demonstrate this while I am
talking. "Ok, now it is your turn. Say it with me while you practice."
We then practice five times saying the helpful sentence.
"To write a lowercase d you draw a c from the
fence to the sidewalk. Then make a line from the rooftop to the
sidewalk
connecting to the c." I will
demonstrate while I am talking. "Ok, now it is your turn, say it with
me
while you practice." We then practice five times saying the helpful
sentence.
I will then read: "Brown
Bear, Brown Bear," Concentrating
on the B's.
Assessment:
Give
the students a sheet with different pictures of items
that start with /b/ and /d/. The students may color these pictures. The
students
will identify pictures that start with a /b/. By putting a square
around it.
The student will then identify pictures that start with /d/ by circling
the
picture. I will then ask the student what the object is and what it
starts
with. This is for letter recognition.
References:
Powell,
Megan. Emergent Literacy. Butterflies
and
Dragonflies.
Collins, Virginia.
Emergent Literacy.
Bad
Baby D.
Murray, Bruce. Teaching
Letter Recognition.
http://www.auburn.edu/rdggenie/letters.html