Dan the Dino Stomps

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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 sound analogy (dinosaurs stomping sounds like ddd ddd ddd) and the letter symbol D, practice finding /d/ in words, and apply phoneme awareness /d/ in phonetic cue reading by distinguishing rhyming words from beginning readers.

 

Materials:

• Primary paper and pencil

• Chart with “Daisy’s dad saw a duck, dove, and a doll..”

• Drawing paper with the letter d on it and crayons

• Big Dog Little Dog (P.D. Eastman)

• Word cards with DAD, DOVE, DUCK, DOLL, DAISY and DOOR.

• Assessment worksheet identifying pictures with /d/ (URL below)

 

Procedures:

1. Say: Our written language is a secret code. The tricky part is learning what letters stand for – the mouth moves we make as we say words. Today we are going to work on spotting the mouth move /d/. We spell /d/ with the letter D. D looks like a dinosaur, and /d/ sounds like a dinosaur stomping.

2. Let’s pretend we are a dinosaur stomping, /d/, /d/, /d/. [Pantomime dinosaur stomping] Notice where your tongue is? (Touching the roof of our mouth, behind our teeth). When we say /d/, we bring our tongue to the roof of our mouth.

3. Let me show you how to find /d/ in the word desk. I am going to stretch desk out in super slow motion and listen for a dinosaur stomping. Dd-e-s-kk. Slower this time: ddd-e-e-ss-kk. There it was! I felt my tongue touch the top of my mouth. Dinosaur /d/ is in desk.

4. Let’s try a tongue tickler [on chart]. Daisy’s dad owns a farm. Sometimes there are ducks and dove in his yard. Let’s see what Daisy’s dad sees when he walks outside. Here is out tongue tickler: “Daisy’s dad saw a duck, dove, and a doll.” Now let’s say it three times together. Now let’s say it again, and this time, stretch the /d/ at the beginning of the words. “Dddaisy’s dddad saw a ddduck, dddove, and a dddoll.” Let’s try it again, and this time break it off the word: “/d/ aisy’s /d/ ad saw a /d/ uck, /d/ ove, and a /d/ oll.”

5. [Students will take out primary paper and pencil]. We use letter D to spell /d/. Capital D looks like a dinosaur. Let's write the lowercase letter d. Start by writing the letter c and draw a straight line behind it. I want to see everybody's d. I will come around and put a star on your paper and then I want you to make nine more just like it.

6. Let’s listen to see if we can hear /d/ in some words. Call on students to answer and tell how they knew: Do you hear /d/ in floor or door? desk or chair? day or night? food or water? Say: Let's see if you can spot the /d/ in some words. Stomp like a dinosaur if you hear /d/: Dan the Dino stomped while dunking the donuts in the dump.

7.  "Now let's look at the book “Big Dog Little Dog” by P.D. Eastman. In this book, Fred and Ted are both dogs. One is big and one is little. They are very good friends that have some things not in common. We will read the book and stomp like a dinosaur when we hear the /d/ sound. After reading we will make dogs or dinosaurs out of the letter d. The work will be displayed.

8. Show DAD and model how to decide if it is dad or mad: The D tells me to dance like a dinosaur, /d/, so this word is ddd-aa-ddd. Now you try some: DOVE: dove or love? DUCK: muck or duck? DOLL: doll or mall? DAISY: daisy or lazy? DOOR: wore or door?

9. For assessment, hand out the worksheet. Students will practice writing upper and lowercase d. They will draw something that starts with the letter d and label it. Then, students will be called individually to read the phonetic cue words from step #8.

 

Reference:

Lizzy Buchanan, Dinosaurs Dancing with D: https://lizzymb105.wixsite.com/lessonplans/emergent-literacy

Book: https://youtu.be/xzx2SZDcQrE

Assessment Worksheet: https://www.education.com/worksheet/article/alphabet-practice-d/

http://wp.auburn.edu/rdggenie/home/classroom/insights/