The Switch Game
with b and d
Rationale: Many students have problems mixing up b
and d when reading words and decodable books as emergent readers.
In this lesson, we will use familiar, everyday words to practice
recognizing b and d.
Through practice writing, reading and looking at different b and d
words, the students will be better at correctly identifying a b or d in
Materials: (for teacher)
- Dry erase board and markers
- Large easel chart paper and markers
- The Butter Battle,
- Primary Paper (labeled with names for different parts of the
- Stack of cards with pictures of things that start with b or d
1. "Class, today we are going to work with the
letters b and d. How many of you get those confused sometimes?
It's hard to tell them apart when you're reading fast isn't it?
Now, can anyone tell me what sound the b makes? Good job! What a smart
class! And what does the d sound like? Awesome! I'm so impressed."
2. "Ok guys, now I want everyone to pull out
your pencils and write the letter b with me. Ok, everyone start
at the rooftop, go to the sidewalk, go back up to the fence and make a
curve back down to the right around back to the sidewalk. Good!
Everyone show me your papers. Ok! Now let's write d. Start
at the rooftop go, do down to the sidewalk, go back up to the fence,
and curve back down to the left to the sidewalk. Ok, let me see
everyone's papers! You all did so well! Let's write both b and d 5
times to make sure we have it down"
3. "Ok class. I know you all know the
difference between b and d. When you read, you need to slow down
every time you see any letter that looks like a b or d and look
carefully. Reading too fast will cause you to miss that letter
and if you switch the b and d, you can read the wrong word and miss the
meaning of the sentence. On my chart paper you can see two
sentences. The top one is a letter b tongue twister. Let's
read it together! Bobby and Billy both like beets.
Ok, now let's read it pausing after we read the b sound at the
beginning of each word. /B/obby and /B/illy /b/oth like
/b/eets. Great! Now let's do the d sound twister! My daddy
does drive my dog downtown. Alright, now let's pause after every
d sound. My /d/daddy /d/oes /d/rive my /d/og /d/owntown.
Awesome! I heard the whole class say that perfectly!
4. "Ok class, go ahead and pull out your
pictures that are on your desk. Everyone hold up the first one. I
would like someone to raise their hand and tell me what it is.
Ok? That's right! It's a bed! Now what does bed start with, b or
d? Very good! I'm going to write it on my board and I want you to
write it on your paper." Go through about 7-12 cards, depending on the
level of the group or class.
5. "Ok. Everyone did so good! Let me
look and make sure people are writing their b's and d's
correctly. Wonderful! Ok now we are going to read a book
filled with words that have b and d in them. I would like you to
listen as I read and put both arms up when you hear a d sound and one
arm up when you hear the b sound. Let's see how many words we can
6. For assessment, I will look at their papers
and make sure they are writing their b's and d's properly. I will
also listen when they are calling the words out loud from the pictures
on their desks. Also I will ask them (after reading the tongue
twisters) if they hear b or d in the words
In addition, they will be writing b and d so I can see that they can
write them correctly.
References: Seuss, Dr. The
Butter Battle. Random House , 1984.
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