Letter "Dd"
TOPIC: Letter "Dd"
OBJECTIVES:
1. For students to readily
identify letter "d" and associate same with the sound.
2. Tell the location (i.e. beginning,
middle, end) of the /d/ sound in a number of one syllable or two syllable words
3. Learn and practise mouth
formations for different sounds of the alphabet (d)
4. Learn and use basic sight
words
5. Blend phonemes to form new
words
CONTENT :
The letter "Dd" is the fourth letter of the alphabet. It is a consonant.
Listen to the video clip below then name the letter of the alphabet in question.
Let's review the sounds we have learnt so far.
/s/, /a/,/t/, /i/, /p/, /n/, /c/, /k/, /e/, /h/, /r/, /m/
5E MODEL LESSON PLAN – PHONICS
Grade:
1
Focus Sound: Letter "d"
Duration: 1 hour
STEM Integrated Focus: Engineering
(Design a “D” robot using objects that start with “d”)
Strand: Phonics and Word
Recognition
Phoneme Focus: /d/
Objectives
Students will be able to:
1.
Learn and practise mouth formation for the letter sound
"d".
2.
Blend phonemes to form simple CVC words (e.g., dog, dig, den).
3.
Substitute consonant sounds in rhyming words to make
new ones (e.g., dog – log – fog – dig – pig).
4. Learn and use basic sight words (e.g., do, did, down, day).
ENGAGE (5 minutes)
Activity:
·
Show a mystery sound bag. Inside are items
starting with the /d/ sound (e.g., dice, duck, drum, doll). Students guess
what’s inside based on riddles.
·
Ask: "What sound do all these items begin
with?"
Purpose:
To spark curiosity and introduce the target sound in a fun, engaging way.
EXPLORE (10 minutes)
Activity:
·
Use a mirror
to help students observe mouth formation
when saying /d/.
o Guide
them to feel the tongue tapping
the roof of their mouth behind the teeth.
·
Use visuals and manipulatives (letter cards) to
blend phonemes into words:
o d-o-g → dog
o d-i-g → dig
o Use
sound boxes (Elkonin boxes) to show where each sound goes.
Differentiation:
·
Struggling
Learners: Use picture cues and hand-over-hand guidance.
·
On-level
Learners: Use word cards and mirrors to self-check.
· Advanced Learners: Try with blends (e.g., drum, drop).
EXPLAIN (10 minutes)
Activity:
·
Explicitly model substituting the beginning
sound in a word:
o Start
with "dog", then swap "d" for "l" →
"log".
o Use
a chart:
|
Word Family |
Substitute
Letters |
New Word |
|
-og |
d, l, f |
dog, log, fog |
·
Teach sight words: do, did, down, day using flashcards,
songs, or chants.
Visual
Aid:
· Interactive whiteboard slides or pocket chart.
ELABORATE (15 minutes)
STEM
Activity: Design a “D-Robot”
Task: In pairs or small groups,
students design a robot using objects or drawings of things that begin with “d”
(e.g., dice for eyes, a drum body, doughnut wheels).
Materials:
·
Recycled materials, cardboard, paper, crayons,
glue, scissors.
Instructions:
·
Each group labels the robot with "d"
words used in the design.
Extension
for Advanced Learners:
·
Write 2–3 sentences using their robot and “d”
sight words:
“My D-bot did the dishes on a rainy day.”
EVALUATE (10 minutes)
Three-Tiered
Evaluation
|
Tier |
Task |
Target
Group |
|
Tier 1 – Below Grade Level |
Match picture to /d/ sound and trace/write the letter “d” |
Struggling learners |
|
Tier 2 – On Grade Level |
Complete CVC word cards by filling in the missing letter
(e.g., _og = dog) |
On-level learners |
|
Tier 3 – Above Grade Level |
Substitute beginning sounds to create a word family list
(e.g., dog, log, fog) and write a sentence using a “d” sight word |
Advanced learners |
Teacher
Observations Checklist:
·
Correct mouth formation?
·
Can blend and segment words?
·
Accurately substitute sounds?
· Use sight words correctly?
Conclusion / Wrap-Up (5 minutes)
·
Review the /d/ sound with a quick "drumroll
cheer" for students who participated.
·
Ask: “What new words did we learn today that
start with ‘d’?”
· Display the D-Robots around the room.
FOLLOW UP PRACTICE ACTIVITIES
1. Activity 1
2. Activity 2
3. Activity 3
4. Activity 4
5. Activity 5
6. Activity 6 letter D passage
7. Activity 7 Pinterest passages
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