Dizzy
Ducks
Emergent Literacy Lesson
By Lindsey Wise
Rational:
This lesson will help children
identify with /d/. They will learn to recognize /d/ in spoken words by
learning
meaningful representation and letter symbol, practice finding /d/ in
words, and
then use their own words with /d/.
Materials:
primary paper
sign with "Daphne and Dan the
ducks get dizzy during disco dances"
sign with a capital and lower case
d
pencils
crayons
copy paper
hand mirrors (one per student)
book Dawdle Duckling by
Toni Buzzeo and Margaret Spengler
word cards for dog, drum,
deep, and drip
paper for teacher to record
assessment answers
Procedure:
1.
Introduce the letter d to the students with sign. "When we say
a
letter of the alphabet, our mouth makes funny movements, but those
movements
help us remember the sound that the letter makes. Today we are going to
be
moving our mouths to /d/.
2. "When
we say d, our tongues are on the back of our top teeth and our
lips are
open a little. Now let's practice saying the letter d using our
mirrors
to see what our mouth looks like when we say /d/." Hand out mirrors to
students and allow time for practice saying /d/ with the mirrors.
3. "Let
me show you how to find /d/ in the word duck. I'm going to
stretch out
my word in a very slow motion so I can hear the /d/ sound. Dddd-uuu-ck.
Slower.
Ddddddd-uuuuu-ck. I felt my tongue on the roof of my mouth and
my teeth.
"
4. "Let's
try a tongue twister (use sign). 'Daphne and Dan the ducks get dizzy
during
disco dances.' Now let's say it again but this time stretch out the /d/
at the
beginning of the words. 'DDDDaphne and DDDDan the dddducks get ddddizzy
dddduring ddddisco ddddances.' Now, instead of stretching out that /d/,
we're
going to break it off the word. '/d/aphne an/d/ /d/an the /d/ucks get
/d/izzy
/d/uring /d/isco.'
(Have
students take out primary paper and pencil.) "We use letter d
to
spell /d/. We write the letter d like this: start at the fence
with
little c then draw a straight line to make d. Now make 9 more d
just
like that."
5. Read
text: "I found a book called Dawdle Duckling. One day, Dawdle Duckling
refuses to follow his mother along with his brothers and sisters.
Instead, he
wants to play and explore in the pond, but he finds out soon that the
pond can
be dangerous. What happens? What does he do? Will he learn to follow
his
mother? I'm going to read this book and as I read it, I want you to do
one
disco move in your seat whenever you hear /d/."
6.
Writing activity: Tell the students to draw a picture of a duck, give
it a name
that starts with /d/ and write a 3-4 sentences about the duck.
7.
Assessment: As students are writing about their duck, call them
individually to
assess, asking: "Do you hear /d/ in door or paper? In sky or
pond?
In hide or light?"
References:
Baker,
Ashley. (2008). Emergent Literacy: Drum roll please. Research-based
Lessons
from
Pre-service Teachers. http://www.auburn.edu/academic/education/reading_genie/sightings/bakerel.html
Lee
Williams, CTRD 3700. Auburn University. Auburn, AL. 2008.