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D

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Duck Goes Knocking

Emergent Literacy Lesson

Delaney Stephens

 

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Rationale: This lesson will help children identify /d/, the phoneme represented by the letter D.  Students will learn to recognize /d/ in spoken through the help of our phoneme picture and hand gesture (knocking on door). Students will practice finding /d/ in a spoken list of words and will develop the ability to write both an upper case and lower case D. They will also apply phoneme awareness with /d/ in phonetic cue reading words by picking out the d words and coloring the pictures in that start with the letter D.

 

Materials:

  1. Primary paper and pencil

  2. chart with the tongue twister (Dorthy Duck didn’t dance during dinner)

  3. picture of phoneme with gesture (knocking on door)

  4. Flash cards with the words: DOG, LUCK, PLAY, PLAY, BREAD, PECK, DID, DAD

  5. Crayons

  6. Assessment worksheet identifying pictures that start with /d/

  7. The Ugly Duckling by Hans Christian Andersen

 

Procedure:

 1) Teacher says: Today we are going to learn about a letter and the sound that it makes. The mouth moves in different ways as we say each letter. Today we will be talking about the letter D. The letter d makes the sound /d/ like knocking on the door duh, duh, duh

 

2) Show class the phoneme picture and explain the hand gesture of the knocking on the door. Point to the door, and say: “Let’s practice making the sound the d makes. D says /d/ like knocking on the door. Everyone try it with me duh duh duh! When you say duh do you feel your tongue touch the back of your front teeth and your mouth open? Practice a couple more times saying /d/ slowly so you can feel your mouth move. Do you feel your tongue touch the back of your front teeth and your mouth open? So now we know the letter d makes the /d/ sound like knocking on the door.

 

3) Teacher says: Now that we know the “duh” sound of d we will practice recognizing the letter d in words. We are going to practice with the word find. I am going to say the word very slowly, listen for the duh knocking. Ffffff-iiiii-nnnn-ddddd. There it is I found it at the end, do the knocking hand motion. Let’s try it with one more word, the name David. DDDDDuhh aaaaa vvvv iiii duhhh. Wow I heard it twice in that one. Also try with words: mad, drum, end.

 

4) Teacher says: Now let’s learn a tongue tickler for the letter. Hold up poster and position it in a place in the classroom for everyone to see. Let’s try and read it together listening for the letter d: “Dorthy duck didn’t dance during dinner” Now let’s try to say it slowly and stretch the /d/ sound at the beginning of the words. “dddddorthy ddduck dddidn’t ddddance ddduring  dddinner.” Now let’s say the tongue twister together and do the knocking hand motion when we hear the /d/ sound. Do the hand motions with them while you say the tongue twister slowly for the rest of the lesson. Now let’s say the knocking “duh” sound completely separate from the rest of the word. “ /d/orthy   /d/uck  /d/idn’t    /d/ance   /d/ uring /d/inner.

 

5) Move to the whiteboard and pass out primary paper to the class. Teacher says: Now class we are going to practice writing our upper and lower case D’s. Our upper case D’s are big letters that go from the rooftop all the way to the sidewalk, draw a straight line down, go back to the top and take a big curve down to the bottom. Straight line, big curve. Continue making the sound the D makes, duh duh duh, as you write 9 more upper case D’s. For the lower case d’s they are a lot smaller, draw the same straight line down and make a backwards c starting at the fence and going to the sidewalk. Teacher demonstrates the steps thoroughly and repeating same lines. Can you draw nine more lower case d's on your paper?

 

6) Teacher says: I am going to hold a card and I want you to tell me what the word is between two choices. I have this card that spells d-o-g. I want to know whether this word is dog or big? Well I say it is dog, because dog has the duh knocking /d/ sound at the beginning (sound out dog slowly; emphasizing the /d/ sound) and the word on the card has the letter d at the beginning of it. Now it’s your turn to choose what word the card spells. Show the card; ask them if it’s one word or the other. PLAY: play or day? LUCK: duck or luck? BREAD: Bread or dead? DAD: sad or dad? DID: did or lid? PECK: peck or deck?

 

7) Teacher says: Now that we are so good at finding the letter D, can you help me think of animals that start with the letter D? Dog? Duck? Dinosaur? Yes, all very cool animals. We are going to read a book about a little Duckling today the book is called The Ugly Duckling. The story is about a swan who was born into a family of ducks, the ducks think he is an “ugly duckling” and that he doesn’t belong so they kick him out. Wherever he goes the other animals are mean to him. Let’s read this book to find out if the ugly duckling ever makes any friends. Listen for the duh duh duh sound throughout the book. After reading book, the teacher says can you think of any words that you heard that started with the letter d? Take answers from a few students.

 

9.) To assess if students can affectively pick the /d/ sound out of words, hand out two d worksheets and crayons Teacher says: I just gave you two worksheets with pictures on them. If you see that the picture is something that starts with the letter D then color it in AND finish writing the word on the dotted line below the picture. If you don’t know what the picture is ask questions. 

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Resources: 

Book: Andersen, H. C. (Hans Christian), 1805-1875. The Ugly Duckling. New York :Scroll Press, 1971. Print.

 

Assessments:  http://www.kidzone.ws/kindergarten/d-begins2.htm

                          http://www.kidzone.ws/kindergarten/d-ends2.htm

 

Lesson Design Adaptation: Fellrath, Mary. (2015). Diva D Duh’s http://maryfellrath20.wixsite.com/mary-fellrath/about1-c1zt0

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Phoneme picture:

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