Busy b and Dizzy d

 Tabetha Rape

Emergent Literacy

Rationale: Lower case b and d looks very similar, some students tend to confuse the two. It is important for students to correctly recognize letters for both reading and writing literacy. The lesson will help students recognize the differences between b and d using instruction and practice strategies.The lesson focuses on helping children with the recognition of the two letters and understanding characteristics that make the letters different.



            -Cards with b and d

            -Cards with b words (big, bear, black, book)

            -Cards with d words (dirt, dove, dip, drag)

-Cards with both b and d words (one word from the b list on the front of the card; one word from the d list on the back of the same card)

            -The book, Chicka Chicka Boom Boom

            -Primary paper

            -Dry-erase board

            -Dry-erase markers


-Letter Bb card sticks (Popsicle stick with an index card with the letters Bb glued onto it)

-Letter Dd card sticks (Popsicle stick with an index card with the letter Dd glued onto it)



1. Explain: Explain to the student that we will be learning about b and d and how to better recognize them.

2. I will start by writing the letters b and d on the board. In order to assess prior knowledge, I will ask the students to make the sound that b makes and the sound that d makes. I will ask them to give me examples of words that begin with b and d.

3. The letter b makes the bbb-uh sound b=/b/. Can you make the bbb-uh sound?

    The letter d makes the ddd-uh sound d=/d/. Can you make the ddd-uh sound?

4. Now, I am going to show you some cards that have words that begin with the b and d sound. I want you to say them with me out loud.

5. I will write a tongue twister on the board and I want us to say it together. "A big black bug bit a big black bear, and made the big black bear run." Now let's stretch out the bbb-uh sound when we hear it. "A bbbig bbblack bbbug bbbit a bbbig bbblack bbbear, and made the bbbig bbblack bbbear run." The next tongue twister we are going say is, "Dan dug deep holes in the dark dirt." Now let's stretch out the ddd-uh sound. "Dddan dddug dddeep holes in the dddark dddirt."

6. Model: Now, let's get out our paper and pencil and lets practice writing our b's and d's. We are going to start with b. "Start up at the roof, go down and bbbounce up to the fence and around. Now do it with me. On your own paper write five b's. Now that we all know how to make a b, we are going to write little d. Everyone knows how to make a c, right? We are going to make a little c then turn it into little d by adding a line. Now, on your paper write little d five times."

7. Whole Texts: While I read the book, Chicka Chicka Boom Boom, I want you to hold up the Bb or Dd letter card stick whenever you hear and see a Bb or Dd.

8. Assessement: I will assess the students individually at the end of the lesson by having the students come to my desk. I will provide the students with a sheet containing uppercase and lower case B's and D's and have them name each letter as I point to it (see below). I will also be assessing their papers from where they wrote their letters previously in the lesson.


d B d b

D b B d

D d b B



Martin, Bill. Chicka Chicka Boom Boom. Simon and Schuster Children's Publishing. October 1989. 40pp.

Willis, Meredith. 2007. "What do you see b or d?"åÿ. http://www.auburn.edu/academic/education/reading_genie/odysseys/willisel.html

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