David at the Disco!
Kayla Wesley
Rationale:
This lesson is designed to help students identify the phoneme represented by
D, /d/. Students will see the letter
symbol, D, represented in a
memorable, meaningful way (dribbling basketball). They will also distinguish the
/d/ phoneme in spoken words, be able to pick out the letter symbol in written
words by phonetic cue reading, as well as identify objects that begin with the
/d/.
Materials:
·
Primary Paper with Pencil
·
Hand mirrors
·
Chart with: David danced and drummed at
the disco!
·
Phoneme picture of D represented by dribbling basketball (included at end).
·
Index cards with: DOG, DAY, FOOD, DAD, GOOSE
·
Assessment worksheet for identifying objects that begin with /d/ (URL at end).
Procedure
1.
Introduce the lesson by making a Dd
on the board. Ask if any students already know what this letter is or what sound
it makes. Say, "D is how you spell
/d/, and when we say /d/ our tongue is on the roof of our mouth right behind our
teeth and our lips are open a little bit. Then, we push the air out." Pass our
hand mirrors for students to watch their mouths as they say /d/.
2.
Next, show students the picture of dribbling /d/. Have students stand up and
practice dribbling their basketball while saying /d/, /d/, /d/. Do you feel your
tongue behind your teeth? Are you pushing the air out?
3.
Now say, "Let me show you how to find /d/ in the word
sad. I'm going to stretch out
sad in slow motion so that we can
listen for dribbling /d/. Sssss-aaaaa-ddddd. OH! There it was. I felt my mouth
make /d/ in sad!"
4.
We're going to do a tongue twister. We're going to say, "David
danced and drummed at the disco!" Let's say it three times together. Okay,
now I want you to say the /d/ very
slow at the beginning of the words. DDDDDavid dddddrummed and ddddddanced at the
dddddisco!
5.
Have students get out primary paper and pencil. Tell them to spell /d/, we use
the letter Dd. To make big D, we start at the roof and come all the way down to
the sidewalk. Then, we make an outwards curve from the roof to the sidewalk
(model the process as students do what you do). To make little d, we make a
little c from the fence to the sidewalk, then make a line from the roof to the
sidewalk. After modeling, have students practice making Dd several times on
their own.
6.
Next, tell students that you are going to read them some words. Have students
pretend to dribble when they hear /d/ in the word. Say,
"Do you hear /d/ in DIG or BURY? HAPPY or
SAD? FED or HUNGRY? DAY or NIGHT? How about in DAVID DANCED AND DRUMMED AT THE
DISCO?"
7.
Display the word DOG. "Now, I'm going to show you how to tell if this word is
CAT or DOG. I'm looking at this word and I know that D tells me to make the
dribbling /d/ sound. /d/ /d/ /d/ -OG. DOG. So this word is DOG. Now you try!
DAY: day or night? FOOD: drink or food? DAD: dad or mom? GOOSE: duck or goose?"
8.
Lastly, give students each the assessment worksheet. Have them complete the
partial spelling of the words and then color ONLY the pictures that have /d/.
While they are completing their worksheet, call students up individually and
have them read the phonetic cue cards.
Assessment worksheet:
http://www.kidzone.ws/kindergarten/d-begins2.htm
Reference:
http://www.auburn.edu/academic/education/reading_genie/sightings/bakerel.html
