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D,d,d Says the Dribbling Ball

D, d, d Says the Dribbling Ball

Emergent Literacy
 
Rationale: This lesson will help children to identify /d/, the phoneme represented by D. To help students learn to recognize /d/ in spoken words, they will learn a meaningful representation (dribbling a basketball) and the letter symbol D. They will also practice finding /d/ by phonetic cue reading words that rhyme. Students will choose the word that has the phoneme /d/ by differentiating between beginning letters. Also, students will apply phoneme awareness with /d/ by coloring pictures that start with the letter D
 
Materials: Primary paper and pencil, poster with tongue tickler, “Danny ate a dozen delicious donuts” embedded at the top, crayons, Don and Dots by Veronica Angel, word cards with DIG, DEN, LUCK, DULL, BUNK, DOWN; assessment worksheet identifying pictures that start with /d/. 
 
Procedures: 
1. Say: Today we will be learning the letter D and the sound it makes. We will practice saying it as well as writing it! The letter D makes the same sound as a dribbling basketball. 

2. Lets pretend we are bouncing a basketball (make the sound /d/ of a bouncing basketball.) Now I want you to make the sound /d/ like a dribbling basketball. Where is your tongue? When making the sound /d/ the front of our tongue touches the roof of our mouth just behind our front teeth. To make the /d/ sound we will position our tongue and then pull down our tongue and release the air as we voice the sound /d/. Say it with me: /d/. Do you feel it? 

3. Lets practice finding /d/ in the word dog. I am going to stretch out the word dog in super slow motion and I am going to listen for the sound of a dribbling basketball. Dd-o-o-g. Slower: Dddd-o-o-o-g. There it was! I felt my tongue touch the roof of my mouth just behind my front teeth and then I felt it pull down and release the air as I voiced the sound /d/. I could hear the dribbling basketball in dog

4. Now we are going to try our tongue tickler (on poster). “Danny ate a dozen delicious donuts” Lets all say it three times together. Now lets say it again, but this time I want you all to listen for the dribbling basketball and stretch out the /d/ at the beginning of the words. “Ddddanny ate a dddozen dddelicious dddonuts.” Now lets do it one more time! This time I want you all to break the /d/ off the beginning of the word. /d/ anny ate a /d/ ozen /d/ elicious /d/ onuts. 

5. (Hand out primary paper and pencil). To spell /d/ we use the letter D. A capitol D looks like half of a basketball. Let’s write the lowercase letter d. Start at the top of the fence and make a little c. Then, start at the top of the rooftop and make a vertical line down to the ground. To make a lowercase d we do little c then little d. When I count to three I want you all to practice making 9 little d’s

6. Ask students: Do you hear /d/ in cat or dog? Road or ditch? Dance or sing? Jump or land? Add or subtract? (Upon answering, ask how they knew) Say: Let’s see if you can spot the mouth move /d/ in some words. Dribble the basketball if you hear /d/: The, dancing, rabbit, does, not, duck, when, dodging, dangerous, flying, balls. 

7. Say: “Lets read the book Don and Dots! Book Talk: This book is about a little boy named Don who sees dots on a pad and loves them! He starts putting dots everywhere! Don even puts dots on his friends Pat and Dan. One day Don decides he is going to put dots on his dad. Do you think his dad will let him? Will his dad be mad? We will have to read to find out! Read the book and have students dribble the imaginary basketball every time they hear the sound /d/ in the story. After reading, draw out the letter /d/. Ask children if they can think of something they love that starts with the letter /d/. Then, have them write what they come up with invented spelling and then represent it as a picture. 

8. Show DIG and model how to decide if it is big or dig: The D tells me to dribble the basketball, /d/, so this word is ddd-iig, dig. You try this one: DEN: den or ben? DUCK: duck or luck? DULL: dull or hull? DUNK: dunk or bunk? DOWN: down or clown?

9. For assessment, distribute the worksheet. Students are to trace the letter D beginning at the dot and color the pictures that begin with D. Call students individually to read the phonetic cue words from step #8.
 
 References: 
Dribbling Basketball Image: Clip Art 
 
 
 
 
 
 
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