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Rationale: Children must have an understanding of phonemes  for them to successfully decode words. This lesson will help children recognize /d/, represented by the letter D. Children will learn to identify /d/ in spoken language by correlating the sound with the visual of ringing a doorbell and the letter D in written words. 

 

Materials:  

White board

Expo marker

Don and the Dots

Worksheet

 

Procedure:

-Say: Our written language is a secret code. The tricky part is learning what letters stand for and the way our mouth moves as we say words. Today we are going to learn about the letter D. The letter D says /d/ and sounds like a doorbell : DDDing DDDong. Can you sound like a doorbell? Now, get your pointer finger  while pressing your doorbell and make a ding dong sound. We say /d/ by touching our tongue to the roof of our mouths. When we say /d/, our mouth gives a tiny smile. Now say: /d/, /d/, /d/. Do you feel your mouth open a little? Do you feel your tongue hit the roof of your mouth? Good job!

-Now we are going to learn a funny tongue tickler! (write the tongue tickler on the board, exaggerating the D in each word) Let’s say it together! Danny the Dog Dances with the Dino. ( have the students say it 2 more times together). Now we are going to say it again, but this time we are going to drag out each word that says /d/: DDDanny the DDDog DDDances with the DDDino. Now we are going to say it one more time and this time let’s ring our doorbell when we hear /d/. 

Let me show you how we find /d/ in the word window. I am going to stretch out the word very slow, listen for the doorbell sound. Ww-ii-nn-dd-ooww. Slower: wwww-iiii-nnnn-ddd-ooowww. Did you hear it? I can feel my tongue hit the roof of my mouth and feel myself smiling a little!

-Let’s get out a paper and pencil and learn how to write the letter D. We use the letter D as a symbol for the sound /d/. To write the letter D, start at the roof and draw a straight line that goes all the way to the sidewalk, then draw a curve that connects both ends of the line, that’s a big D! Write a big D six more times. Now lets learn how to make a little d. First, we make a c starting just below the fence to the side walk. Then we make a straight line starting at the roof all the way down to the side walk to close up the little d. That’s good! Now make six more little d’s. 

-Now let’s play a detective game! I am going to say some words and you are going to tell me if you hear the DDDing DDDong sound in them. You have to use your very best detective skills to figure out if the word has a D in them, are you ready? (stretch out each word slightly): Duck, table, shadow, plant, bear, deal, candle. Great job!

Now let’s listen to a song about the letter D! Listen for the doorbell sound in each word. Every time you hear it, I want you to ring your doorbell with your pointer finger. Listen closely!

-Let’s read a book called Don and Dots. Don likes to put dots on different things. He can put dots on a lot of things, but some things he cannot. I wonder what things he cannot not put dots on? Lets read to find out! Each time you hear the D sound ring your doorbell. 

 

Assessment: To assess the students, they will complete a worksheet that requires them to circle the pictures that contain the letter D.

 

References: 

-lesson: Ginny Radford Ding the Bell with D http://svr0006.wixsite.com/ginny-radford/emergent-literacy 

- Song: https://www.youtube.com/watch?v=qdJwtaaTfb4 

- book: https://www.readinga-z.com/book/decodable.php?id=8 

- worksheet: http://twistynoodle.com/circle-the-words-that-begin-with-d-worksheet/