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Title
Letter Name Recognition – Dd
Lesson Objective
The students will be able to identify, name, and write the capital and lowercase letters Dd
Background Information for Teacher
Words in bold will be said aloud by the teacher.
Student Prior Knowledge
N/A
Materials:
Dd mnemonic card or complete mnemonic alphabet poster
Student Page 1
Step-by-Step Guided Lesson
Step 1: Start Video
(Tips: Interact with the video by pausing, to ask questions or discuss information viewed with student.)
Step 2: Teach Lesson
Take a look at this letter. It is the letter D. Say it with me this time: D. Point to the capital letter D and say: This is the capital
letter D. Capital letters are tall letters. This one is a straight and curved line. To help me remember, I think of a little door
when I think of the capital D. Point to the lowercase letter d and say: This is the lowercase letter d. This lowercase letter is
also a tall letter because it has a tall stick. Tell me a way that the lowercase d looks different from the capital D? How do
they look the same? Pause for the student response. The student may point out that the lowercase d also resembles other
lowercase letters such as b or p.
The lowercase d resembles a dipper. To help me remember what a lowercase d looks like, I think of a dipper like this one.
Point to mnemonic illustration and explain it if necessary. The uppercase letter D reminds me of a door, and the lowercase letter
d reminds me of a dipper.
Now I will show you how to write the letter d. Let’s start with the capital D. Watch me first. Demonstrate how to write capital D
on the board while indicating start points and directionality. Then lead the student in tactile/kinesthetic ways to write the D, such as
“writing” in the air or on the palm of their hands. It is suggested that you have lines already on a board or piece of paper to indicate
the baseline, midline, and top line.
1. To write capital D, I start at the top on the line. I pull my pencil down to the baseline and stop. Go back up to
where I started and then curve around.
2. I need to read the letter I wrote: D. Touch under the letter to demonstrate one-to-one.
3. Now I have written a capital D!
This time, you will practice writing a capital D with me, but we will write them in the air. Remember to look at the D I wrote
on the board if you need help. Turn your back to the student to air-write the letter, or write it backward if you face the student.
1. If you model air-writing the letter facing the student and do not start on the left, then the student may learn to form the
letter with the wrong directionality.
2. As you are modeling the air-written letter, narrate the movements clearly as you are doing them. Use the same
language each time so the student can create an internal monologue of the letter formation.
The student may hold their pencils to air-write.
1. Get your pencils ready to air-write capital D! Model how to hold the pencil in the air.
2. Who knows where we should start when we write capital D? Do we start at the top or the bottom? (top)
3. I pull my pencil down, go back up and around.
4. Let’s read the letter we wrote: D. Touch under the letter to demonstrate one-to-one.
5. You’ve written capital D!
Repeat this process a couple of times. Repeat the process with the student “writing” with their pointer finger on the palm of their other
hand while iterating the steps to engage tactile modality.
Repeat the modeling, air-writing, and palm-writing with lowercase d.
1. To write lowercase d, I don’t need to start at the top line; I start at the midline. I pull my pencil back, around,
up to the top line, and then down.
2. I need to read the letter I wrote: d. Touch under the letter to demonstrate one-to-one.
3. Now I have written a lowercase d! Even though it is lowercase, it is a tall letter.
This time, you will practice writing a lowercase d with me, but we will write them in the air. Remember to look at the
lowercase d I wrote on the board if you need help. Turn your back to the student to air-write the letter, or write it backward if you
face the student.
1. If you model air-writing the letter facing the student and do not start on the left, then the student may learn to form the
letter with the wrong directionality.
2. As you are modeling the air-written letter, narrate the movements clearly as you are doing them. Use the same
language each time so the student can create an internal monologue of the letter formation.
The student may hold their pencil to air-write.
2. Since lowercase d starts on the midline, where should I put my pencil in the air? Should I stretch my arm tall
like this (reach arm up as if starting on the imaginary top line), or should I start here (bend arm and place hand at a
midpoint in the air)? Make sure the student is starting at around eye level and affirm the correct starting point.
3. I pull my pencil back, around, up to the top line, and then down.
4. Let’s read the letter we wrote: d. Touch under the letter to demonstrate one-to-one.
5. You’ve written a lowercase d!
Have the student complete the Student Practice Page
Step 3: Complete the worksheet attached below.
Worksheets needed to complete the lesson
Step 4: Review. Start the next lesson with the game or activity attached below for review so the student can demonstrate
understanding of this lesson before moving forward.
Sand Writing ((offline) activity
Using a stove-burner cover or a paper plate with a raised edge and craft sand, have the student use their pointer finger to write the
target letters in the sand. Instruct the student to verbalize the steps to write the letter as they are writing it. Remind the student to
point to the letter and read it after they write it. The sand can be gently shifted to “erase” the letter and start over.