Sound /d/ Recognition, Words and Matching for Pre-School Level 1

Class: Pre-School Level 1
Term: First Term
Week: 7
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Recognition and sounding of /c/.
Topic: SOUND /D/: RECOGNITION, WORDS AND MATCHING
Subject Matter: Speech: Sound: /d/ Sounding and recognition of /d/. Weekly focus: Sound /d/: Recognition, Words and Matching.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify the /d/ sound when heard.
• Recognise pictures of objects that start with the /d/ sound.
• Say simple words beginning with the /d/ sound.

Affective Domain

• Participate actively in sound repetition and singing activities.
• Show enjoyment while identifying /d/ sound words.

Psychomotor Domain

• Point to pictures of objects starting with /d/.
• Match pictures of /d/ objects to the letter ‘d’.
• Colour objects with the beginning /d/ sound.

Social Domain

• Listen attentively to the teacher and peers.
• Take turns during activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 1.
• Early Childhood Care and Education resources.

Instructional Materials

• Charts showing the letter ‘d’ and pictures of objects starting with /d/ (e.g., dog, doll, drum, duck, door).
• MP4 player or speaker for sound/video.
• Crayons.
• Paper with outlines of /d/ objects for colouring.
• Toy objects or real objects like a small drum, a toy dog, a doll (if available).
• Flashcards of the letter ‘d’.

Rationale for the Lesson

This lesson is crucial for 2-year-olds as it introduces them to early phonological awareness by focusing on the /d/ sound. Recognising and producing sounds like /d/ helps build foundational literacy skills, expands their vocabulary, and improves their ability to communicate effectively by associating sounds with words and objects in their environment.

Prerequisite/Previous Knowledge

Pupils can identify some common objects, make simple sounds, and have been introduced to other letter sounds like /a/, /b/, /c/.

Lesson Content/Board Summary

SOUND /D/: RECOGNITION, WORDS AND MATCHING

The sound /d/ is made by touching the tip of your tongue behind your top front teeth and quickly releasing it, like a gentle tap. It’s a short, sharp sound.

Words that start with the /d/ sound:

• Dog
• Doll
• Drum
• Duck
• Door
• Dad
• Day

We can see the letter ‘d’ and hear its sound at the beginning of these words.

Key Words

• d – The letter that makes the /d/ sound.
• dog – A common pet animal that starts with /d/.
• doll – A toy that looks like a baby or person, starting with /d/.
• drum – A musical instrument you hit, starting with /d/.

Sound Rhyme: “D, D, D, the Drum”

Tune: “Twinkle, Twinkle Little Star”

D, d, d, goes the drum,
D, d, d, here it comes.
D, d, d, see the dog,
D, d, d, in the fog.
D, d, d, for the doll,
D, d, d, for us all!

Actions:

• “D, d, d, goes the drum”: Pretend to beat a drum.
• “D, d, d, here it comes”: Bring hands forward.
• “D, d, d, see the dog”: Point to a picture of a dog or make a dog bark sound.
• “D, d, d, in the fog”: Wiggle fingers in the air.
• “D, d, d, for the doll”: Point to a doll or pretend to hug one.
• “D, d, d, for us all!”: Sweep hands wide.

Watch and Practise the /d/ Sound

https://www.youtube.com/watch?v=F0kQvH3w86E

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Manipulation of Objects, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly and sings a familiar welcome song. The teacher then asks pupils to recall some sounds they learned previously (e.g., /a/, /b/, /c/).

Pupils’ Activity: Pupils respond to greetings, sing the welcome song, and attempt to recall previous sounds.

Learning Point: Pupils are settled and ready to learn, and previous knowledge is activated.

Step 2: Introducing the /d/ Sound

Time: 5 minutes

Teaching Skill: Sound Demonstration/Repetition

Teacher’s Activity: The teacher introduces the new sound /d/, demonstrating how to make it clearly (tongue behind teeth, quick release). The teacher says /d/ repeatedly and encourages pupils to imitate.

Pupils’ Activity: Pupils listen attentively, watch the teacher’s mouth, and attempt to make the /d/ sound repeatedly.

Learning Point: Pupils begin to recognise and produce the /d/ sound.

Step 3: Word Association with /d/

Time: 5 minutes

Teaching Skill: Picture Talk/Vocabulary Building

Teacher’s Activity: The teacher displays charts/pictures of ‘dog’, ‘doll’, ‘drum’, ‘duck’, ‘door’. For each picture, the teacher says the word, emphasizing the initial /d/ sound. The teacher asks pupils to point to the pictures as the words are called out.

Pupils’ Activity: Pupils look at the pictures, listen to the words, repeat the words after the teacher, and point to the correct pictures.

Learning Point: Pupils associate the /d/ sound with familiar objects and words.

Step 4: Rhyme Reinforcement

Time: 4 minutes

Teaching Skill: Singing/Action Guidance

Teacher’s Activity: The teacher introduces the “D, D, D, the Drum” rhyme, singing it slowly with actions. The teacher encourages pupils to join in the singing and actions.

Pupils’ Activity: Pupils listen to the rhyme, watch the actions, and try to sing along and perform the actions.

Learning Point: The /d/ sound and associated words are reinforced through a fun, repetitive song.

Step 5: Video Learning

Time: 4 minutes

Teaching Skill: Media Integration/Auditory Learning

Teacher’s Activity: The teacher plays the educational video about the /d/ sound. The teacher encourages pupils to watch, listen, and repeat the sounds and words presented in the video.

Pupils’ Activity: Pupils watch the video and actively participate by repeating the /d/ sound and words shown.

Learning Point: Pupils receive additional auditory and visual reinforcement of the /d/ sound and related vocabulary.

Step 6: Matching and Colouring Activity

Time: 4 minutes

Teaching Skill: Guided Practice/Fine Motor Skills

Teacher’s Activity: The teacher distributes papers with outlines of /d/ objects and the letter ‘d’. The teacher guides pupils to match (draw a line) the objects to the letter ‘d’ and then encourages them to colour the objects beautifully using crayons.

Pupils’ Activity: Pupils attempt to match the objects to the letter ‘d’ and colour the objects with crayons.

Learning Point: Pupils practise fine motor skills and reinforce the association between the letter ‘d’ and /d/ words.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “What sound did we learn today?” (Teacher makes /d/ sound)
2. “Can you point to the ‘dog’ picture?” (Teacher shows a mix of pictures)
3. “Say one word that starts with the /d/ sound.”
4. “Show me the letter ‘d’ on the chart.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., making the sound, pointing, saying a word).

Learning Point: Pupils demonstrate understanding of the lesson’s key concepts.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summary/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher reiterates the /d/ sound and sings a short goodbye song.

Pupils’ Activity: Pupils respond to praise and sing the goodbye song.

Learning Point: The lesson is brought to a positive close, reinforcing learning and encouraging continued practice.

Lesson Keywords

• d – The letter that makes a specific sound.
• sound – What we hear when we speak or when things make noise.
• dog – An animal that barks, starts with /d/.
• doll – A toy that looks like a person, starts with /d/.
• drum – A musical instrument you hit, starts with /d/.

Differentiation

• Support: For pupils who are struggling, provide more one-on-one repetition of the /d/ sound and words. Use larger picture cards and fewer choices during matching activities. Guide their hands gently during colouring if needed.
• Extension: Encourage advanced pupils to identify other objects in the classroom or at home that start with the /d/ sound. Ask them to trace the letter ‘d’ in sand or on a whiteboard.