Bouncing B's and Dancing D's
Emergent Literacy
Rationale:
Students must be able to distinguish letters for effective phonological
awareness. And many students confuse the letters b and
d because the two
letters look very similar. This lesson will teach students to look at
the
characteristics of the letters; therefore, being able to distinguish
between
the two.
Materials:
Popsicle sticks, glue, cards with b
and d written on them(these will be
glued onto the popsicle sticks), notecards with b
words(such as: boy, bank, book, bear) and notecards with d
words(such as: dog, doll, dip, dull),
primary paper for each student, pencil for each student, dry-erase
board that
has primary paper lines on it, dry erase marker, book(Big Smelly Bear),
worksheet
Procedures:
1.
I will explain to the students that we will be learning about the
letters b and d and how sometimes
they can be confusing but we will learn how to
tell them apart. "I know b's and
d's look a lot alike, but today we
will learn the difference between the letters."
2. I
will write a b on the dry erase board
(that looks like primary paper) and then I will write a d
on the board. First I will ask the students what letters I wrote
on the board and in order to access background knowledge I will ask the
students to make the b sound and the d
sound and then some words that make
the b sound and some words that make
the d sound.
3. "The letter b makes a /b/sound. Can you make a /b/
sound?"
"The
letter d makes a /d/ sound. Can you make a /d/ sound?"
4. "Now
I am going to show you some notecards that have words on them that
start with
the letters b or d. When I hold them
up I will read them and then I want you to say
the word back to me." Then I will ask the students if each word starts
with a b sound or a d sound.
5. Once
I see if they can distinguish telling the difference by seeing the
letters,
then I want to see if they can tell the difference between the sounds
just by
listening. I will ask them:
Do
you hear /b/ in boy or girl?
Do
you hear /b/ in dog or bear?
Do
you hear /d/ in date or mate?
Do
you hear /d/ in dare or bear?
6. "Now
let's try a tongue twister, but every time we hear a b
or d sound let's
streeeeetch it out. I will say it first then we will say it together
streeetching
out the b and d words. Let's start
with b.
Bbbonnie the bbbug bbbit a bbbig bbbrown bbbear. Now let's try d. Dddiane the dddolphin dddances in her
dddreams."
7. "Now
I am going to give each of you a piece of primary paper and a pencil
and I want
you to write three b's and three d's.
But first I am going to show you
exactly how they are written. Ok, let's start with b.
First start up at the rooftop, go down to the sidewalk and
bbbounce up to the fence and around." Now do it with me. On your own
paper
I want you to write three b's. Now
let's write a lowercase d. Does
everyone know how to write a c? Well
first we will write a lowercase c and
then turn it into a d by adding a
line. Now let's do it together. Ok I want you to write three d's on your paper."
8. "Now
we will read the book Big Smelly Bear. Big Smelly Bear never
takes a
bath and doesn't have any friends because or it. But what happens when
one day
we needs a friends help? Will he take a bath? Let's read this story to
find
out. Every time you hear or see a b
or d I want you to hold up your
popsicle stick with that letter on it.
Assessment:
I will not only be able to assess their primary paper to see how they
wrote
their b's and d's, but I am also
going to give them a worksheet with pictures of
things that start with a b or a d and
ask them to circle the
corresponding item that starts with a b
or d.
Resources:
Murray, Bruce. Teaching Letter Recognition. http://www.auburn.edu/academic/education/reading_genie/letters.html
Teckentrup, Britta. Big Smelly Bear.
Scholastic
Inc. 2007. 34 pp.