Hands-On Phonics A to Z Sample *
For parent and child, teacher and child, or tutor and child. D can say “duh” at the beginning
of a word like Daisy.
D can say “duh” at the end of a word like paD.
D can also say “duh” in the middle of a word like saDDle.
D – daisy
D – pad
D – saddle
The parent, teacher, or tutor should read these words and let the student repeat them. Let the child say the sounds, distinguishing the D sound. Then proceed to the following activities.
1. DEVELOPING LISTENING SKILLS
The parent, teacher, or tutor should read the following words to the student. Assist the child in finding and recognizing the D sound in the words, whether the D is in initial, middle, or end position. It is not important for the child to discern the placement at this point – only to identify the sound regardless of its position in the word.
2. WRITING PRACTICE
The student should trace big and small L’s on the following lines. If you feel that the child is ready, he or she may try a few “free styles” on the blank lines provided.
D D D D D D
D D D ____________ __________
d d d d d d
d d d__________ ____ _______
3. RECOGNITION FOR READING
The student should circle the D’s in the following words, both big and small. Use the pictures to let the child feel he or she is “reading” the words. Point to the picture, point to the D the child has circled, then point to the word as a whole. This establishes the phonetic method for reading: look at the letters, associate them with sounds, then “sound it out.”
4. TACTILE REINFORCEMENT
Put on your favorite music andDANCE with your child, uninhibited, arm in arm or twirling in circles. Emphasize that Dance starts with D and that the two of you are going to D-D-D-Dance!! If someone else is at home, ask for pictures to be taken of you and your child dancing. Once pictures are developed, make a “Dance Collage.” Or cut out pictures from magazines to make a collage.