Drill a New Word with D

Emergent Literacy

By: D.D. Knight

Rational: This lesson will help children identify /d/, the phoneme represented by D. Student will learn to recognize /d/ in spoken words by learning a meaningful representation (being shaken by a jackhammer) and the letter symbol D, practice finding /d/ in words, and apply phoneme awareness with /d/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

Materials:

·          Primary paper and pencil

·         Chart with "Dad drove to Dewey Destin's"

·         Drawing paper and crayons

·         Word Cards with DOG, MUD, DING, and DOCK

Procedures:

1.       Say: Our written language is tricky because each letter has a different sound. Depending on which sound we make our mouth moves differently as we say words. Today we are going to work on spotting the mouth move for /d/. We spell /d/ with letter D. /d/ sounds like a jack hammer drilling into the ground.

2.       Let's pretend to be on a jack hammer, /d/, /d/, /d/ [act as if bouncing up and sown on a jack hammer]. Notice where your tongue is (Touching top teeth then bottom).

3.       Let me show you how to find /d/ in the word mind. I'm going to stretch mind out in super slow motion and listen for my jack hammer. Mmm-III-nnn-ddd. There it was! I felt my tongue touch my top teeth and then my bottom teeth. I can feel the jack hammer /d/ in mind.

4.       Let's try a tongue twister [on chart]. "Dad drove to Dewey Destin's". Everybody say it three times together. Now say it again, and this time, stretch the /d/ at the beginning of the words. Dddaddd dddrove to ddewey dddestin's." Try it again, and this time break /d/ off the word: "/d/ad /d/rove to /d/ewey /d/estin's.

5.       How about everybody get out your paper and pencil so we can learn how to draw our D. Start with a line that goes from the rook all the way to the sidewalk. Now, we are going to connect the top of the line to the bottom. We do this by putting out pencil at the roof and making a curve all the way to the sidewalk where the line touches. Let me see everybody's big D. Great! Now try it five more times on your own. Now, let's look at the little d. Start with little c by starting just below the fence. Go up to the fence and curve around until you get to the sidewalk. Curve back up and you have little c. Is that ready to be a little d yet? NO! Then go up to the rooftop and make a line all the way down to the sidewalk to make the little d. Let me see everybody's little d. Great! Now try it five more times on your own.

6.       Call on students to answer and how they knew: Do you hear /d/ in dork or pat? Music or doe? Rap or done? Say: Let's see if you can spot the mouth move /d/ in some words. Bounce if you /d/: ship, drop, word, how, world (Call on one student at a time to guess). D-ip, D-ress, D-ark. Great.

7.       Show DOG and model how to decide if it is fog or dog. The D tells me to bounce on my jack hammer, /d/, so this word is ddd-og, dog. You try some: MUD: jud or mud? DINE: wine or dine? DING: ding or ring? Dock: rock or dock?

8.       Read Duck on a Bike. In this book a silly duck lives on a farm. He finds his boy's book and decides to. . . Let's read the book to find out.

9.       For assessment, distribute plain paper and crayons. Students are to draw things that have the /d/ sound from the book. We will discuss the objects before they color. Flip through the pages if they are having a hard time.

References:

DeDe Carrol- http://www.auburn.edu/academic/education/reading_genie/awakenings/carrollel.htm

 

"Duck on a Bike" by: David Shannon

 

                                                                                                                  

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