“Bbbb-eautiful
Butterfly”
Emergent
Literacy Design
Rationale: This
lesson will help children identify /b/, the phoneme represented
by
B. Students will be
able to recognize /b/ in spoken words by learning a meaningful
representation (through the use of butterfly) 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 pencils per each student in class; chart with
"Ben’s beautiful box was bold and bright."; drawing paper and
crayons per each student; word cards with BOX, BOLD, BEE, MOLD,
BREAK; 1 copy of book Brown
Bear Brown What Do You See? by Eric Carle; assessment
worksheet identifying pictures with /b/ for each student. (URL
below).
Procedures:
1.
Say: When
written, our English language is like a decodable message.
Letters sounds different than you think and there are many rules
to remember. The challenging part is figuring out what the
letters stand for—our mouth moves as we say words. Today we're
going to work on moving our mouths saying the letter /b/. We
spell /b/ with the letter B.
B looks like a butterfly, and /b/ sounds like b as in
bubble.
2.
Let’s think
about a butterfly, say bbb-utterfly /b/, /b/, /b/. When we write
a capital B backwards and a B right next to it, it looks like a
butterfly. Notice a neat thing about the letter B unlike most of
the alphabet, when you say the letter, it’s impossible to not
touch your lips together. Try!
3.
Let me show you
how to find /b/ in the word robin. Listen as I stretch out
4.
Rrrr-o-o-bbb-i-nn.
Now Slower: Rrrrrr-o-o-o-bbbbbb-iii-nnnn. Who heard the /b/? I
felt my lips touch and make the /b/ sound in robin.
5.
Let's try a
twisted tongue tie [on chart]. "Ben’s beautiful box was bold and
bright." Everybody repeat it three times together. Great! Now
say it again, and this time, stretch the /b/ sounds at the
beginning of the all the words. "Bbben’s bbbeautiful bbox was
bbbbold and bbbright." Does everyone hear the /b/? Good! Last
time, and this time break it off the word: "/b/en’s /b/eautiful
/b/ox was /b/old and /b/right”.
6.
[Have students
take out primary paper and pencil]. The letter B is used to
represent the /b/ sound. Capital B looks like half of a
butterfly.
Isn’t the cool? Now let's write the lowercase letter b.
Start at the top of the line. Draw a vertical line to the
bottom. Next, half way up the line write a backwards c to the
bottom of the line. Can everyone try that? Good! Now write nine
more so you practice a total of ten times.
7.
Call on
students to answer and tell how they knew: Do you hear /b/ in
brat or angel? Box or hot? Bold or mold? Bee or ape? Tab or
tape? Say: Let's see if you can spot the mouth move /b/ in some
words. Float like a butterfly if it sounds like /b/: “The baby
sister brought bags of candy and fruit to the bride’s birthday.”
8.
Say: "Let's
look at a book that focuses on the letter B. How many B’s are in
the title?" Ask
children if they can think of other words with /b/.
Ask them to name a bear with a B name. Next, the students
will write their bears’ name on a piece of paper and have the
students draw two B’s and color it. Display their work.
9.
Show BOLD and
model how to decide if it is bold or mold: The B tells me it
sounds like ‘butterfly’, /b/, so this word is bbb-old, bold. You try some: BEE:
Bee or pea? BAKE: bake or fake? BREAK: break or make? BRAT: brat
or fat?
10.
For assessment,
pass out the worksheet to the children.
Students will start by writing a story using at least 10
words with the letter B in it. After writing, students will
trace the butterfly on the worksheet and may color it. Students
will be assessed on the writing activity and their ability to
correctly write the letter b.
Reference:
Carle, Eric.
Brown Bear, Brown Bear,
What Do You See?
Harry Holt and Company. (1996).
Assessment
worksheet:
http://www.first-school.ws/t/pattern/butterfly-1.htm
Barrow, Morgan.
“Zippy the Zebra Zooms Through the Zoo”.
http://www.auburn.edu/academic/education/reading_genie/journeys/barrowel.htm