Dge, dge, dge, just do it!
Beginning Reading Design
need to recognize and understand the
value of digraphs to be able to apply them to their reading. The automaticity of a digraph such as dge allows for steady and fluent
reading. This lesson covers dge=/j/
by familiarizing students with
the digraph, giving them practice pronouncing the digraph, providing
words that use the digraphs, having students identify the sound the
makes (/j/) by listening to a story, and finding the sound /j/ in
Materials: notebook paper, Joseph Had a
Little Overcoat by Simms Taback (The Penguin Group,
c1999), Just Do It! Worksheet with
sentences on it: Jerry was the judge for
the long jump. Midge wore the badge while
she jumped rope. Jessica brought the
gadget to the bridge. Stand at the edge
of the hedge for the Pledge of Allegiance.
1. Introduce the
lesson and explain the importance of being able to recognize groups of
(digraphs) that make a certain sound.
Explain that this lesson focuses on the digraph dge
and the sound /j/.
2. How many of you have ever seen a NIKE
commercial? Every commercial has a
slogan or a phrase that makes the product or company easy to remember. Can anyone tell me what it says on NIKE
commercials? (wait for student
response) That’s right,
“just do it.” That /j/ in the word just
is the sound
that we will be using today. Can you
make that sound? /j/, /j/, /j/. The
group of letters, d-g-e, says /j/,
just like our friend the letter j, when we read it. So every time we see the group of letters
d-g-e, we will know that they say /j/,
and every time we read these letters, we will say /j/. To remember this, when we see d-g-e, we will say /j/, /j/, /j/, just do it!
3. We are going to try out our new slogan /j/,
/j/, /j/, just do it! with a new
tongue-twister, so repeat after me: Jerry
took his badge to eat fudge and juice.
Now let’s all repeat that three times so we can remember it. (Everyone repeats three times) Now,
let’s say it again, but every time we hear the /j/
sound made with the letter j or the letters d-g-e, we
will say our slogan! Here, I’ll show you
what I mean. Jerry /j/, /j/, /j/, just do it! took his badge /j/, /j/, /j/,
just do it! Now let’s all read
the sentence with our slogan. Jerry /j/,
/j/, /j/, just do it! took his badge /j/,
/j/, /j/, just do it! to eat fudge /j/,
/j/, /j/, just do it! and juice /j/,
/j/, /j/, just do it! Now,
let’s try it one more time without our
slogan and say /j/ really talking
really loudly, but not yelling, in each word.
/j/erry took his ba/j/ to eat fu/j/ and /j/uice. One
more time (repeat). Excellent.
4. Now let’s try to read some words using d-g-e.
I’ll model the word judge. I
know that my u says /u/, and I know
that j says /j/, so I have /j/-/u/,
/ju/. Now I have d-g-e, and what does d-g-e
say? That’s right, /j/. So
I have /j/-/u/-/j/, /ju/-/j/, /juj/.
And there we have it: /juj/! Now I would like you all to try
to read this
word silently to yourselves. (teacher
writes the word hedge on the board) Okay
go. (teacher waits for all to finish) Now
let’s sound it out together: what is our
What does a short e say?
/e/. Now what does
our h say? /h/. Put those together: /h/-/e/,
we have d-g-e left. What
does d-g-e say? /j/. Now
let’s sound out the entire word: /h/-/e/-/j/,
/he/-/j/, /hej/, /hej/! Excellent!
5. I need each of you to get out a pencil and
one piece of notebook paper. Now I am
to read Joseph had a Little Overcoat by Simms Taback. Joseph has an overcoat that he just loves,
and as it starts to wear out, he reuses it to avoid throwing it away. First, he trimmed it into a jacket. Then he trimmed it into a vest.
Can he use it for anything smaller? We’ll
have to read to find out. As I read Joseph
had a Little Overcoat,
I would like each of you to identify the /j/ sounds in
our story. Anytime
you hear a /j/ I want you to draw a
NIKE swoosh on your lined notebook paper just like this! (teacher
I read the title, Joseph had a Little Overcoat, I will put one swoosh (a
checkmark) on my paper. We
will count the /j/s in the book when we are finished
and see if you found them all. /j/,
/j/, /j/, just do it!
6. Assessment: Teacher will pass out a Just Do
It! worksheet. I would
like you to read the sentences, and
as you do, circle the letters that make the /j/ sound. Above each /j/ sound, draw
your Nike swoosh. The sentences can have
multiple /j/ sounds.
Turn in your sheet when you finish.
Roddam, Melissa. Ch, Ch,
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