Dancing & Bouncing with Bunnies

Learning b=/b/ and d=/d/

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By: Sophie Zavaleta

 

Rationale: It is important for children to learn how to identify and listen for the beginning sounds in words as a step to learning how to connect language and reading. This lesson is designed to help students learn to recognize the difference between b = /b/ and d = /d/. These two letters look alike and so they are often confusing and hard to learn. Throughout this lesson, the children will have the opportunity to practice listening for these sounds and to practice writing the letters b and d. 

Materials:

1.Large cards with the letters b and d written on them

1. Picture cards with words starting with “b” – bat, boat, box, ball, bed,

2. Picture cards with words starting with “d”- dig, dog, door, drum

3. Book: The Bernstein Bears Go to The Doctor by Jan & Stan Bernstein

4. Dry erase board

5. Dry erase Marker

6. Primary writing paper

7. Pencils

8. Brown and Blue cards for each student

 

Procedure: Today we are going to learn about two letters that look similar but sound different. They are the letters “b” and “d”

(show cards as you say each letter)

 Hold up the card with “b” on it first.

“Can anyone tell me what sound “b” makes? Right, b says /b/. Good job. Now everyone say /b/ with me.” Hold up the card with “d” on it. “Can anyone tell me the sound that d makes?” Right, d says /d/. Now everyone say /d/ with me. Good. “Now I am going to show you some pictures and I want you to tell me which letter, Bb or Dd, they start with.” 

Show picture cards from materials list. 

- Now listen carefully to what to what I ask:”

* Do you hear /b/ in bid or did?

* Do you hear /d/ in bow or dough?

Good job! Next we are going to learn some fun tongue twisters to help us remember the sounds that Bb and Dd make. A tongue twister is a sentence where a lot of the words start with the same letter and it is kind of hard to say them fast.” 

(Write the tongue twisters on the board) 

 

* “Here is our tongue twister for the letter Bb, we are going to emphasize (say it loud) the /b/ sound:

Bob and Barb baked bites for baby Bo. This time I want us to stretch out the /b/:

“Bbbobb and Bbbarbb bbaked bbites for bbabby Bbo. Good job!! Muy Bien!! Okay, This time I want us to break off the /b/: /B/ o /b/ and /B/ ar /b/ /b/aked /b/ites for /b/a/b/y /b/o.

 

* “Here is our tongue twister for the letter Db, we are going to emphasize (say it loud) the /d/ sound: “Daniel’s dog dug dirt in the dark.” This time I want us to stretch out the /d/ : Dddaniel’s dddog dddug dddirt in the dddark

 

 Good. Ok, this is the last time, not we are going to break off the /d/: /D/ aniel’s /d/ og /d/ ug /d/ irt in the /d/ ark

- “Now we are going to practice writing the letters b and d. Let’s take out our paper and pencils. Watch me first, as I show you how to write them.” (write letters on board)

* “For little or lower-case b, you start at the roof and go down, bbbounce up to the fence and around. Now it is your turn. Nice.” 

* “For little or lower-case d, first you make a little c then little d.”

* “I want you to practice each letter 5 times. That means that you should write 5 little or lower case b’s, and 5 little or lower-case ds. I will walk around to see how you are doing. Raise you hand if you have a question or need help.”

- “You all are doing a great job today! Now I want us all to go and sit in our group area and we are going to read The Bernstein Bears go to The Doctor. This book is about Brother and Sister Bear and their trip to the doctor’s office. They are both worried about getting shots. In order to find out what happens we are all going to have to be good listeners. (pass out green and blue cards) As I read the book I want you to pay close attention to the words that start with Bb and Dd. Every time you hear a word that starts with a Bb I want you to hold up the blue card and if you hear a word that starts with a Dd, I want you to hold up the brown card. Let’s try it.” Read the title as the children practice holding up their cards.

Assessment:

The children will be evaluated/assessed on their participation and their writing practice. I will also be making individual notes on the children’s responses while we are reading the book to see if they are getting the correct sound with the correct word. I will pass out a work sheet after the story where they will have to write a ‘b’ next to the words that start with /b/ and a ‘d’ next to the words that start with /d/.

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Reference: - Acton, Jessica. Emergent Literacy: Buh! and Duh! http://www.auburn.edu/rdggenie.insp/actonel.html

- Bernstain, Stan & Jan. (1981) The Bernstain Bears Go To The Doctor. New York: Random House, Inc. ISBN: 0-394-84835-7

- Ebaugh, Jayme. Emergent Literacy: bbb – bee and ddd – dee! http://www.auburn.edu/rdggenie.constr/ebaughel.html

- Murray, Bruce. Teaching Letter Recognition. http://www.auburn.edu/rdggenie/letters.html

- Wallach, M.A. & Wallach, L. (1976). Teaching All Children to Read. Chicago: University of Chicago Press. Wallach and Wallach’s Tongue Twisters: http://www.auburn.edu/rdggenie/twister

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