Listen to Your Heartbeat with B
Emergent Literacy Design
Rationale:
This lesson will help children identify /b/, the phoneme represented by
B. Students will learn to recognize
/b/ in spoken words by learning a meaningful representation (heartbeat) and the
letter symbol B, practice finding /b/
in words, and apply phoneme awareness with b/ in phonetic cue reading by
distinguishing rhyming words from beginning letters.
Materials:
Primary paper and pencil; chart with "Betty bought bangles because Bailey bought
bangles;" drawing paper and crayons;
Benny's Box, (1999); word cards with BAT, BOAT, BENT, BIND, BLUSH, and BAKE;
assessment worksheet identifying pictures with /b/.
Procedures:
1. Say: Our written language is a secret code. The tricky part is learning what
letters stand for--the mouth moves we make as we say words. Today we're going to
work on spotting the mouth move /b/. We spell /b/ with the letter
B.
B looks like a sideways heart, and
/b/ sounds like your heartbeat.
2. Let's pretend to listen to our heartbeat, /b/, /b/, /b/. [Pantomime listening
to heartbeat.] Notice where your lips are? (They are touching). When we say /b/,
you are bringing your lips together and then blowing out air.
3. Let me show you how to find /b/ in the word
bus. I'm going to stretch
bus out in super slow motion and
listen for my heartbeat. Bbb-u-ss. Slower: bbb-uuu-sssss. There it was! I felt
my lips touch together and then blow out air. I can feel the heartbeat /b/ in
bus.
4. Let's try a tongue tickler (on chart). "Betty bought bangles, because Bailey
bought bangles. Everybody say it three times together. Now say it again, and
this time, stretch the /b/ at the beginning of the words. "Bbbbbetty bbbought
bbbangles, bbbecause Bbbailey bbbought bbbangles." Try it again, and this time
break it off the work: "/b/etty /b/ought /b/angles, /b/ecause /b/ailey /b/ought
/b/angles."
5. [Have students take out primary paper and pencil.] We use letter
B to spell /b/. Capital
B looks like a sideways heart. Let's
write the lowercase letter b. Start
at the rooftop. Bring the line all the way down to the sidewalk. Go back up to
the fence and loop back around to the bottom of the sidewalk. I want to see
everybody's b. After I put a smile on
it, I want you to make nine more just like it.
6. Call on students to answer and tell how they knew: Do you hear /b/ in
luck or
book?
Bat or
foot? Jump or
cub?
Band or
done?
Tub or
sore? Say: Let's see if you can spot
the mouth move /b/ in some words. Listen to your heartbeat if you hear /b/:
The, hairy, bug, did, not, buy, two,
tubs, of, grub.
7. Say: "Let's look at the book Benny's
Box. The author tells us about different objects Benny has in his box that
start with the letter B. Can you
guess?" Read the short book, drawing out /b/. Ask children if they can think of
other words with /b/. Ask them to make up some silly objects they would have in
their own box like, bbbbbaaapppp-bbbbiiipppppp-bbbbooopppp. Then have each
student write their silly objects with invented spelling and draw a picture of
the silly objects in their box. Display their work.
8. Show BAT and model how to decide if it is
bat or
sat. The
B tells me to listen to my heartbeat,
/b/, so this word is bbb-at, bat. You try some: BOAT: coat or boat? BENT: bent
or sent? BIND: find or bind? BLUSH: blush or slush? BAKE: fake or bake?
9. For assessment, distribute the worksheet. Students are to complete the
partial spellings and color the pictures that began with
B. Call the students individually to
read the phonetic cue words from step #8.
"Benny's Box" (1999) Auburn Publication
Timberly Farley-
http://www.auburn.edu/academic/education/reading_genie/doorways/farleyel.htm
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