Butterflies and Dragonflies

                                                                                                                                                                                    dragonfly

     

Megan Powell

Emergent Lesson 1

 

 

 

Rational:  For young children to be able to be successful readers letter recognition is an important step.  The letters b and d and their sounds /b/ and /d/ can sometimes be confusing for new readers.  The purpose of this lesson is for the students to practice with these two concepts. 

 

Materials:

- The Berenstain Bears in the Dark, by Stan and Jan Berenstain.  Random House c1992

 - Blue flash cards with the letter b on them

 - Purple flash cards with the letter d on them

 - Pictures with things that start with b and d

Butterfly

Bees

Bucket

Bubbles

Bears

Dragonfly

Dogs

Desk

Dominos

Dice

 - Writing paper

 - Pencils

 

Procedure: 

 1. We will first begin talking about the letter b.  I will hold up a blue card with the letter b and ask them if they know what letter this is.  After we discuss that it is the letter b I will ask if anyone knows what sounds the letter b makes.  "Very good the letter b makes the /b/ sound.  Let's all do that together three times.  /b/ /b/ /b/."Next, I will ask them if they can think of anything that starts with the letter b.  "Yes! Bear starts with the letter b!" Then I will show them the different pictures with the items that start with b and we will discuss the sound we hear at the beginning of each word. "Bubbles.  Let's say that sound at the beginning of bubbles /b/. Great and what letter is that?"

 2. After they have learned the letter b we will work with the letter d.  I will hold up the purple card with the letter d and discuss how it can sometimes be confused with the letter b.  I will ask them if someone can tell me what sound the letter d makes. "Sometimes the letters /b/ and /d/ can be a little confusing.  Can anyone tell me what sounds the  letter /d/ makes? Great job! The letter d makes the /d/ sound. Let's all say that together three times. /d/ /d/ /d/." Then I will ask if they can tell me something that starts with the letter d.  Then I will show them the pictures of the items that start with the letter d and we will discuss the sounds that we hear at the beginning of the word. "Dog! Great! What sound do you hear at the beginning of dog?"

 3. After we have discussed the two letters and their sound I want to make sure they can distinguish the difference so we will work with phoneme recognition.  The student will hold up either the blue card with the b or the purple card with the d depending on what sound they hear. 

a. Do you hear /b/ in bat or dad?

b. Do you hear /b/ in bear or dare?

c. Do you hear /b/ in bat or date?

d. DO you hear /d/ in dog or bin?

e. Do you hear /d/ in dragon or basket?

f. Do you her /d/ in dream or blame?

 4. Next we will work with writing our b's and d's.  "To write your b I want you to start at the rooftop come all the way down and bounce up to the fence and around (demonstrate on the board).  Next we will work with the letter d.  I want you to write your little c and then connect a line from the rooftop all the way down (demonstrate on the board

 5. "Ok everyone! Now we are going to do some really fun tongue twisters!! I am going to say it first and then you repeat after me.  A box of biscuits, a batch of mixed biscuits.  Great Job! Now let's do another one.  Double bubble gum, bubbles double.  Did everyone hear their /b/ and /d/ sounds?"

 6. We will read the book The Berenstain Bears in the Dark .  The students will use their cards again for this part.  I will periodically stop throughout the book and ask if a certain word has the /d/ sound or the /b/ sound.  "Does boom start with b or d? Great! And is that the /b/ or /d/ sound?"

 7. Next we will work with writing our b's and d's.  "To write your b I want you to start at the rooftop come all the way down and bounce up to the fence and around (demonstrate on the board).  Next we will work with the letter d.  I want you to write your little c and then connect a line from the rooftop all the way down (demonstrate on the board). "

 8. "Great Job today everyone! I really love how well everyone listened to the sounds /b/ and /d/! Everyone keep practicing!

 

Assessment:  I will hand out a worksheet with the different pictures of items that start with either /b/ or /d/ and the students will circle the items that start with /b/ and put a square around the items that start with /d/.

 

References:

rdggennie Teaching Letter Recognition. http://www.auburn.edu/academic/education/reading_genie/letters.html

 

        Shelton, Andrea.  Emergent Literacy. Bubbling B and Doodling D.  http://www.auburn.edu/academic/education/reading_genie/encounters/sheltonel.html

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