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Lesson 9

/d/Contents

Page 2 Phonemic Awareness Resources: American Pronunciation website (9.01) Australian Pronunciation website (9.02) Down By the Bay PDF b+w sheet (9.03) Page 3 Phonemic Awareness Resources: Sound/Symbol Cards PDF color sheets (9.04) Page 4 Phonemic Awareness Resources: The Digging Dog website: PDF b+w book (9.05)Page 5 Phonemic AwarenessPage 6 Sound/Letter Relationship Resources: Starfall /d/ video website (9.06) Sound/Symbol Cards PDF color sheets (9.04)Page 7 Sound/Letter Relationship Resources: /d/ Writing Sheet PDF b+w sheets (9.07) Blending Word Cards PDF b+w sheets (9.08)Page 8 Blending Resources: Word Cards PDF b+w sheets (9.08)Page 9 Special Words Resources: Special Word Cards PDF b+w sheets (9.09) Decoding Practice Sheet website: PDF b+w sheet (9.10) 0 Decoding Resources Don and Dots website: PDF b+w sheet (9.11) The Digging Dog website: PDF b+w book (9.05) Order Reading A-Z website (9.12)

Week 2 Lesson 9: Consonant /d/

Lesson Plans: Consonant /d/ 2

© 2010 ReadingLessons.com

PHONEMIC AWARENESS

• To Make the / d / sound place the front of your tongue against the back of your top teeth. Your mouth should be slightly open.

• Go to the Iowa University website and click on the triangle to hear how the phoneme / d / should be sounded.

PHONEMIC AWARENESS

•Demonstrate how the word “down” begins with the /d/ sound.

• Download the Kididdles

SongSheet “Down By The Bay.”

• Read out, or sing, the song “Down By The Bay,” emphasizing the / d / sounds at the beginning of words.

• Tell the students they are goingto learn the / d / sound.

American PronunciationUniversity of Iowa

Australian PronunciationGet Reading Right

You must have Flash 7 or higherplug-in to use these pages.

Song SheetDown By the BaySongSheet from KIDiddles




PHONEMIC AWARENESS

• Ask students to do the same. Tell them to use this “drum” movement when they say or hear the /d/ sound.

• Tell the students that the word “drum” begins with the / d / sound.

•Pretend to hold drumsticks and beat up and down on a pretend drum as you say “drum.” Emphasize the / d / sound.

PHONEMIC AWARENESS

•Get ReadingLessons sound/symbol card 9.

• Show only the front of the card and say the word “dog.” Emphasize the / d / sound. Do the “drum” motion as you say the /d/ sound.

• Ask the students to listen for the / d / sound and repeat it in the word “dog.”

Sound/Symbol CardsWeek 2 CardsPrint on a thick paper or card. Fold the sheet down the center on the dotted line. Cut the cards into four and glue. For extra durability, you can laminate the cards.

Action for /d/To help students remember phonemes, we associate an action with the sound.




PHONEMIC AWARENESS

• Emphasize the / d / sounds in the story.

• Ask students to listen for the / d / sounds.

• Tell them that you will finish the story at the end of the lesson.

• If you are not a member of Reading A-Z, compose a short passage with a lot of words beginning with / d / .

• There is a list of / d / words on the website as well as some trade books that feature the / d / sound.

Members can download this book from the Reading A-Z website.

• Read a few pages of The Digging Dog.

PHONEMIC AWARENESS

• Tell the students that you are going to say some words that begin with the / d / sound and some that do not.

• Ask them to make the “drum” movement and say / d / when they hear the sound at the beginning of the word.

• Here are the words:

dirt, dance, hat, dot, mop, dark, key, deep

• Be sure to leave enough time between saying each word for the students to respond.

•Ask the students what sound they hear at the beginning of “duck.” Is it the same sound as at the beginning of “dog”?

Read Aloud BookThe Digging DogFrom Reading A-Z, if you are a member.You can also make up your own stories which emphasize the /d/ sound.

More words to use that have the /d/ sound at the beginning of words:Dad, dark, dash, date, day, deck, deer, den, desk, did, dig, dime, dip, dirty, dish, disk, dive, do, dog ,doll, dollar, done, door, down, duck, dug, dust




PHONEMIC AWARENESS

• Tell the students that you are going to say some words that end with the / d / sound and some that do not.

• Ask them to make the “drum” movement and say / d / when they hear the sound at the end of a word.

• Here are the words:

hard, cat, seed, can, bed, mud, pen, had

• Leave time between each word for the students to respond.

• Say the word kid emphasizing the / d / at the end of the

word. Say that this word ends with the / d / sound.

Dig, dug, dig, dugDeep down in the mud.Does the dog dig all day?Only until the sun dies away.

PHONEMIC AWARENESS•Tell the students they should make the “drum” movement

and say / d / when they hear the / d / sound at the beginning of a word in the verse that you are going to read them.

• Repeat until the students can identify all the beginning / d / sounds in the verse.

•Ask if they can find one word in the verse which ends with the / d / sound.

•Here’s the verse:

More words to use that have the /d/ sound at the end of words:bad, bird, bread, cloud, did, fed, feed, food, glad, good, hand, hid, kid, lid, loud, mad, mud, need, pad, paid, pond, read, red, road, sad, said, seed, speed, stood, toad, weed, wood, word

Another verse to help teach the /d/ sound

Dan dumped a dog in a ditch.Dad found the dog and called him Mitch,Mitch was very dirty and dusty,Dad looked at the collar, his name was Rusty.




SOUND/LETTER RELATIONSHIP

• Play the video through to the end or have the students play the video.

• The Starfall videos are excellent. They last about 3 to 4 minutes and have quizzes at the end of each phoneme covered.

• Don’t be tempted to play any of the other Starfall videos at this time.

• Go to the Starfall website page for / d / .


• Point to the small d and say this is how we write the letter for the sound / d / .

• Point to the capital D and say this is how we write big / d / which is for important words like people’s names.

• Point to the word “dog” and say this is how we write the word “dog.” Point out the letter d and say this is how we write the / d / sound at the beginning of the word.

• Give out the sound/symbol card for / d / .

• Show the back of the card.

Starfall websiteStarfall /d/ video

Sound/Symbol CardsWeek 2 Cards





• Point to the small d and say this is how we write the letter for the sound / d / .

• Point to the capital D and say this is how we write big / d / which is for important words like people’s names.

• Say the name “Daniel” begins with the sound / d / .

• Model the formation of the letter d for the students.

• Give out the KIDiddles writing practice sheets for d D.

• Have students trace the letters on the practice worksheets with their fingers.

• Ask the students to practice writing the small d and the large D on the practice worksheets.

14


• Have students write the letter d in the air as they watch you write it.

Writing Practice Sheets/d/ Writing Sheet




•Using a Word Card, point to the first letter of the word and say the sound.

•Then pass your finger to the next letter and say the sound, and so on.

•For example, for the word dot say d-ooo-t. Do this again more quickly until the word is pronounced naturally.

BLENDING

•Blending is the skill of sounding out letters all through a word into a natural sounding word.

Cut where indicated to make eight cards

BLENDING

• Say that the word begins with /d/.

• Ask a student to point to the letters that stands for /d/.

• Sound out Dad while running a finger

under each letter : /d/aaa/d/.

• Say the word quickly Dad.

• Have the students sound out the word with you. Point out that the word Dad begins and ends with the /d/ sound.

• Explain that Dad is a name, so it begins with a big /d/.

Dad• Show the Word Card for Dad.

Word CardsLesson 9 Word Cards




SPECIAL WORDS

• Have students read it with you.

• Repeat with the cards for he and put.

cannot

• Tell students that they will be learning three Special Words. They will need to recognize these words and read them quickly.

• Hold up the Special Word Card forcannot, and read the word.

heput

DECODING

• From the Reading A-Z practice sheet, have students sound out the decodable words in rows 1 and 2.

• Have the students quickly read the Special Words in rows 3 and 4.

• Then they should read the phrases and sentences in rows 5 and 6.

• If students are having difficulty, provide more practice before reading the decodable book.

If you are not a Reading A-Z member, make a sheet similar to the one above. Use the words listed on the next page.

• Before reading the decodable book, students should practice reading the words that are in the book.

Special Word SheetsSpecial Word Cards

Reading A-ZPractice Sheet




DECODING - (Don and Dots)

• Read the first page together as you model how to sound out decodable words and read Special Words quickly.

• If students are able to read the book on their own, have them continue to read independently.

• If you think students need more support, continue to read with them.

• After reading, ask volunteers to read their favorite sentences.

If you are not a Reading A-Z member, compose a decodable passage using the words in the online version of this lesson. Get the online lesson by clicking on the “View” icon under the video.

• Give students their decodable books or reading passages.

READ-ALOUD (The Digging Dog)

• Ask students to listen for all the /d/ sounds in the story.

The next lesson will review consonants /s/ /t/ /d/

and short vowel-o /o/

• End the lesson by completing the reading of The Digging Dog.

• If you are not a member of Reading A-Z, get Danny and the Dinosaur from the library, or compose a short passage using the list of /d/ words on the website.

Decodable BookDon and DotsIf not a Reading A-Z member, make up a passage using the following words:dots, pad, sad, mad, sand, stand, nod,dam, damp, sat, ant, not, top, pot, tap, pat,mop, man Don, Dan, Dad, Sam, at, from, with, can, get, on, a, and, in, the, is

Read Aloud BookThe Digging DogFrom Reading A-Z, if you are a subscriber.You can also make up your own stories which emphasize the /d/ sound.

Order Reading A-Z

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