D-D-Drum With D
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Rationale:
This lesson will help children identify /d/, the phoneme represented by D. Students will learn to recognize /d/ in spoken words by learning a meaningful representation (drumming) 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
Pencils
Coloring utensils
Chart or poster with “Dad Drove David Down to the Dock to see Ducks.”
Word cards with DEEP, DIG, MUD, DOLL
Assessment worksheet (link in references)
Book: Doc in the Fog
Procedure:
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Say: our written language is a secret code. We have to move our mouths in a specific way to say words. Today we are going to work on figuring out the mouth move of /d/. We spell /d/ with the letter D. D is like a big drum and makes a drumming sound.
2. Let’s pretend to drum the D drum making sounds /d/, /d/, /d/. Hold up your drum sticks! (pretend to hit your imaginary drum). See how your tongue moves from the roof of your mouth back down to your lower front teeth. We blow air out between our tongue and the roof of our mouths to make the /d/ sound.
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3. I will show you how to find /d/ in the word shed. I can stretch out the word shed in slow motion. Listen for the drumming D. sh-sh-sh-e- ddd. Try it slower: shhhhh-eeee-ddd. There it is! I blew air out of my mouth while moving my tongue down from the roof of my mouth to say /d/.
4. Let’s read a silly sentence. “Dad drove David down to the dock to see ducks.” We can say it three times together. Now let’s say it again and stretch the /d/ sound at the beginning of words. “Dddad dddrove Dddavid dddown to the dddock to see ddducks.” Good job! Now try it again and break of the /d/ sound from the words. “/d/ ad /d/rove /d/avid /d/own to the /d/ock to see /d/ucks.”
5. (Now the student can get out primary paper and a pencil). We use the letter D to spell /d/. Capital D looks like half of a cookie. Let’s try writing lowercase d. first start at the fence and write a lowercase c that goes to the sidewalk. Next, climb up to the rooftop and begin a straight line (like an l) all the way to the sidewalk to close up the c. Let me see your d, and when I make a check by it you can make 6 more just like it.
6. (Call on students to test their understanding). Do you hear /d/ in jump or dive? lunch or dinner? nurse or doctor? Now a challenge: sub or suds? Now let’s see if you can spot the mouth move /d/ in some words. Get your drum sticks ready and pretend to hit your drum if you hear /d/: The dog dug a dangerous hole outside the red front door.
7. Say: “Let’s look at the book Doc in the Fog. Its about a wizard named Doc that does magic tricks.” Have students read page 5 drawing out /d/. Have students make up a magical phrase (in the book it is Zot!) that starts with d like doodley-do. Have each student write their magical phase down with invented spelling and draw a picture of their magician or wizard.
8. Show DAD and model how to tell if it is dad or bad: the D tells me to get my drum sticks out and hit my drum, /d/, so we know the word is ddd-ad, dad. Now you try: DARE: dare or hare? DAY: pay or day? DEAR: fear or dear? DOT: pot or dot?
9. For assessment, distribute the worksheet worksheet with several picture on it. Students should complete the partial spellings and color the pictures that begin with D. Call students individually to read the phonetic cue words from step 8.
Resources:
Bruce Murray. Brush Your Teeth With F. http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html
Katie Oliver. Drum Drum Drumming with D.
http://kaitlinoliver.wixsite.com/ctrdlessondesigns/emergent-literacy
Ginny Radford. DDDing DDDing The Bell With D. http://svr0006.wixsite.com/ginny-radford/emergent-literacy
Worksheet for assessment:
http://www.kidzone.ws/kindergarten/d-begins2.htm
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For more examples visit Entries:
http://www.auburn.edu/academic/education/reading_genie/Entries.html
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