Butterflies and Dragonflies
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