Why Oh Why Buggy Bs and Distracting
Ds?
Emergent Literacy
Rationale: Beginning
readers start down the road to becoming fluent readers by recognizing
letters
and the sounds that accompany them. The letters b and d are two letters
that
give beginning readers some trouble, because they look so much alike.
This
simple mistake makes children mix up the letters, and as a result they
pronounce the word incorrectly. In this lesson, the children will be
exposed to
b and d in many different ways, including hearing and saying the
letters and
sounds as well as reading and writing.
Materials:
Dry-Erase
Board
Dry-Erase
Markers
Lined
Paper
Pencils
Pink
Paper (Print a b on a Pink sheet of paper and attach a popsicle stick
to it)
Yellow
Paper (Print a d on a yellow sheet of paper and attach a popsicle stick
to it)
Pink
card for each student
Yellow
card for each student
Popsicle
Sticks
B
word picture cards (ball, box, basket, ballerina)
D
word picture cards (dog, dish, duck, deer)
Book:
‰¥þ
Procedures:
1.
Explain
what the day will hold for the students.
Today we are going to learn about two
letters that are very tricky. The
two letters are b hold up the pink b card and d hold up the yellow d card. Can someone please raise their hand and
tell
me what sound the letter b makes? Student Response Great job the letter b does make the b =
/b/ sound, lets all say it
together. SR Now
can someone please
tell me what sound the letter d makes? SR You are correct, the letter d does make the
d = /d/ sound. As you can
see class, we have two columns here, one side has a letter b on top and
one
side has a letter b. Now can I please have a volunteer to write some
words on
the board that begin with the letter b and d? Students will
write words on
the dry erase board underneath the correct column.
2.
B
and D card Activity
The
students will all have their pink b cards and their yellow d cards in
their
hands. The teacher will have several cards with words and pictures on
them and
she will ask the class to tell her which one begins with a b or a d. Ok class raise the correct card when you
hear the b = /b/ sound or the d = /d/ sound.
Do you hear the /b/ sound
in box or
car?
Do you hear the /d/ sound
in log or
dog?
Do you hear the /b/ sound in ball or call?
Do you hear the /d/ sound
in fish or
dish?
Do you hear the /b/ sound
in basket or
trash?
Do you hear the /d/ sound
in duck or
truck?
Do you hear the /b/ sound
in ballerina
or cake?
Do you
hear the /d/ sound in deer or
hear?
3.
Go
over Tongue Twisters for b and d.
Ok class, now we are going
to say some
funny tongue twisters you will listen to me while I say it first then
we will
say it together.
First we will say a twister
for the
letter b:
Brodie baked big brownies
for his big
brother, Braydens Birthday.
Now
repeat it with me, SR Great job class Kiss your Brain! Now
listen to me while I say the
tongue twister for the letter d.
Daniel dug ditches during
Dotties
dance duet.
Now
repeat that one after me. Awesome you all are doing great!
4.
Practice
letter formation and writing practice
Now boys
and girls, we are going to
practice how to write bs and ds on our paper, so please get out your
lined
paper and a pencil. I will show you on the board how to make a little b
first Model on
the board as I explain to
the students For lower case b, you
start
at the roof and go down, BBBBbounce up to the fence and around. Now class, you try to say it to yourself as
you make your own bs on your paper. Great Job let us practice and write
four
more bs on your paper give the students one minute to finish. Now students we are going to practice
writing the lower case letter d. We all remember how to write a
lowercase c this
should be in the students background knowledge. Watch and listen as I show you how to write
it on the board Model
with the phrase For little d, first
make little c, then little d. Now
it iss your turn class! You are all doing a wonderful job, let us
practice and
write 4 more little ds give the class 1 minute to complete. Great Job guys Kiss your Brain!
5.
Connect
today‰¥ús lesson to ‰¥þ
Students now that you have such a
great understanding of the differences between b and d,
we are going to read the story, Dee and Bee, and I want you
to get your pink
b card and your yellow d card ready in your hands. Whenever I say Bee
or any
word that begins with a b you will hold up the pink card, and whenever
I say
Assessment
The students will be assessed
throughout all parts of the lesson, but mainly through their
participation in
the last part of reading the book. The more the children participate,
the
better I will be able to see their comprehension. I
will also assess their writing samples and
assess what will need to do next.
Reference
Tate,
Natalie. Emergent Literacy. Big, bad, b and
d!
http://www.auburn.edu/academic/education/reading_genie
Murray,
Bruce. Teaching Letter
Recognition.
http://www.auburn.edu/academic/education/reading_genie/letters.html
http://www.auburn.edu/academic/education/reading_genie/invent/lewisel.html