and DDDDogs All Around!
Rationale: A child needs to
be able to recognize all letters and their phonemes instantly.
Lowercase b and d look very similar, and many children have a hard time
distinguishing which letter is which. This lesson focuses on
helping children recognize the correct letter, the characteristics that
make each letter distinctive and the phoneme that it makes.
1. The Bernstein Bears in the
Dark, by Stan and Jan Bernstein. Random House c1992
2. Yellow flash cards with
the letter b on them
3. Green flash cards with the
letter d on them
4.Pictures with things that
start with b and d
~B: Bears, bugs, baby, bubbles, bags
~D: Dogs, door, doughnut, desk, dress
1. We will
first begin talking about the letter b. I will hold up a yellow
card with the letter b and ask the students if they know what letter I
am holding. After we discuss that it is the letter b I will ask
if anyone knows what sounds the letter b makes, and when they get it, I
will say, "Very good knowing that the letter b makes the /b/
sound. Let's all do that together three times. /b/ /b/
/b/." Next, I will ask them if they can think of anything
that starts with the letter b. "Yes! Bugs start with the
letter b!" Then I will show them the different pictures with the
items that start with b and we will discuss the sound we hear at the
beginning of each word. "Bears. Let's say that sound at the
beginning of bears- /b/. Great and what letter is that?"
they have learned the letter b we will work with the letter d. I
will hold up the green card with the letter d and discuss how
sometimes, it is easy to confuse it with the letter b. I will ask
them if any of them can tell me what sound the letter
d makes. "Sometimes the letters b and d can be a little
confusing. Can anyone tell me what sounds the letter d makes?
Great job! The letter d makes the /d/ sound. Let's all say that
together three times. /d/ /d/ /d/." Then I will ask if they can
tell me something that starts with the letter d. Then I will show
them the pictures of the items that start with the letter d and we will
discuss the sounds that we hear at the beginning of the
word. "Doughnut! Great! What sound do you hear at the
beginning of doughnut?"
3. After we
have discussed b and d and their differing sounds, I want to make sure
they can distinguish the differences between the two letters. We
will work with phoneme recognition to make sure they can see the
differences. The student will hold up either the yellow card with
the b or the green card with the d depending on what sound they hear.
a. Do you
hear /b/ in bat or dad?
b. Do you
hear /b/ in bear or dare?
c. Do you
hear /b/ in bat or date?
d. DO you
hear /d/ in dog or bin?
e. Do you
hear /d/ in dragon or basket?
f. Do you
her /d/ in dream or blame?
4. Next, we
will work with writing our b's and d's. "To write your b I want
you to start at the rooftop and come all the way down to the
sidewalk. Then, bounce up to the fence and around" (I need to
demonstrate on the board). "Next, we will work with the letter
d. I want you to write your little c and then connect a line from
the rooftop all the way down to the sidewalk" (Also, demonstrate this
on the board).
5. "Now we
are going to do some really fun (and maybe hard to say) tongue
twisters!! I am going to say it first while you just listen to what I
say. Then you repeat after me. A box of biscuits, a batch
of mixed biscuits. Great Job! Now
let's do another one. Double bubble gum, bubbles double.
Did everyone hear their /b/ and /d/ sounds?"
6. We will
read the book The Bernstein Bears in the Dark. The students will
use their cards again for this part. Throughout the book, I will
stop and ask if a certain word has the /d/ sound or the /b/
sound. "Does boom start with b or d? Great! And is that the /b/
or /d/ sound?"
Assessment: I will assess the
students throughout the lesson by noting their participation in the
tongue twisters, the practice writing of b and d, and other activities
that we do. It will be important for me to also note their
ability to correctly write and read b and d, and not confuse one for
Powell. Butterflies and Dragonflies. http://www.auburn.edu/academic/education/reading_genie/voyages/powellel.html.
Shelton. Bubbling B and Doodling D. http://www.auburn.edu/academic/education/reading_genie/encounters/sheltonel.html.
Bruce. Teaching Letter Recognition. http://www.auburn.edu/academic/education/reading_genie/letters.html.
Berenstain, Stan and Jan. The Berenstain Bears In the Dark. New York:
Random House, 1982. 30 pp.
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