Miss Gagnon's Reading Lessons
Emergent Literacy Design
Emergent Literacy Design: Duh! Who Doesn’t Know D?
Rationale: This lesson will help children identify /d/, the phoneme represented by D. Students will learn to recognize /d/ in spoke words by leaning a meaningful representation (slang word D) and the letter symbol D. Students will practice their pronunciation by using a tongue twister and isolating the phoneme. They will also determine if /d/ is in a spoken word and representing it on paper
Materials:
Primary paper and pencil
Picture of a dog, duck, dribbling basketball
Tongue twister: Down the deep damp dark dank den.
Book: One Duck Stuck by Phyllis Root
Word cards with: DEEP, DUCK, DAD, and DOLL
Assessment worksheet identify pictures with D on it (link below)
Procedure:
1. Say: Today, we are going to learn about an amazing letter, which will help us unlock the secret code of written words. Can anyone tell me what this is a picture of? (DUCK) What about this person? What do we call him? (DAD) What about this toy? (DOLL) Who can guess what our letter is going to be based off these words? (D!)
2. Lets pretend that we’re being smart with someone and telling them, Duh! Say Duh! (Duh), Get ready to say it again. Notice where your lips are? (Touch open lips) When we say /d/ in duh, we put our lips apart and release the air out of our mouths. Notice where your tongue is, feel it at the top of your mouth?
3. Let me help you find /d/ in ride. I’m going to stretch out the word so we can better hear the letter we’re saying and listen for the d, d, d like in Duh. R iiii d, again, R iii d, I found it! I felt the tongue on the roof of my mouth and my lips open. I can also hear d in mind.
4. Lets try a tongue tickler [on chart] “Down the deep damp dark dank den”. Lets say it three times together. Now this time, lets stretch out the /d/ at the beginning of each word. “dddown the dddeep dddamp dddark dddank ddden” One more time but lets try breaking off the /d/ sound from the word; “/d/own the /d/eep /d/amp /d/ark /d/ank /d/en”
5. [Have students take out primary paper and pencil]. We use letter D to spell /d/. Lets all draw a lower case d. Ready? Start with your pencils up at the top of the fence and make a curve line down to the sidewalk, just like a lowercase c. Pick up those pencils and bring it up to the rooftop. Now drag a line down to the sidewalk. Looks great everyone! Now try five more times on your own.
6. Now I’m going to say two different words and I want you to tell me which one makes the /d/ sound. Ready? RIDE or fall? HIDE or seek? FOG or clear? DONT or wont? MIDDLE or beginning? Pants or DRESS? Town or DOWN?
7. Say: Lets look at this book One Duck Stuck. Phyllis Roots talk about an animal that has our /d/ sound, does anyone know what it is? (Duck!) [book talk about how the ducks get stuck in the mud and will they get unstuck?] Read page 2 and stretch out /d/. Ask the children if they can think of any other D words that could describe a duck. Give them each a picture of a duck and have them trace it and write their word and Duck next to it. Display their work.
8. Show DOG and model how to decide if it is fog or dog. The D tells us to remember to say DUH when we see a D. so the word must be dog. Now you try! Is this word Deep or shallow? Duck or bird? Dad or mom? Doll or toy?
9. For assessment, I want you all to color in the things on this page that start with the letter D. Then we will go over this as a group and talk about what we colored in. http://www.enchantedlearning.com/alphabet/circlewordsthatstartwith/dr.shtml
References:
Bruce Murray. Emergent Literacy Lesson. “Brush Your Teeth With F”
http://www.auburn.edu/academic/education/reading_genie/invitations/whiteel.htm
Assessment worksheet: http://www.enchantedlearning.com/alphabet/circlewordsthatstartwith/dr.shtml
Carly Dumas: https://sites.google.com/site/msdumasreadinglessons/home/emergent-literacy-design-dribbling-with-d
One Stuck Duck: Written by Phyllis Roots illustrated by Jane Chapman, 2003
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