B-B-Brrrrr Says the Bear



Emergent Literacy Design

By: Jamie Storey

 

Rationale:
Letter recognition is an important step in helping young children learn to read. In order to learn how to read and write, children must be aware that spoken words have phonemes that are embedded in them and difficult to detect. It is important for students to understand the relationship between those sounds and the letters that represent them. Today's goal for the students will be to identify the /b/ in spoken and written words, practice the mouth movement for the letter b, and write its letter representation. By having students practice with the letter b and its vocal gesture /b/, they will be better able to recognize it which can lead, ultimately, to reading achievement.


Materials:

Primary writing paper; Pencil; Drawing paper; Crayons; Picture of a bear Cue Card with upper and lower case b on it; Chart paper with this tongue twister written on it: "Bill and Betty baked brown bread for Barbara's baby."; Paper with the following pictures on them: baby, backpack, ball, bus, van, tub, band, boy, pants and bear; Pictures with the following items containing: boy/girl, ball/net, tub/shower, above/under, bear/lion, book bag/purse (found in magazine or online); Big Book The Three Bears by B. Barton (Harper Collins, 1991); Letter B worksheet

Procedure:
1. Introduce lesson by explaining that we will be learning about the letter b. Today we are going to learn about the letter b. Hold up picture of the bear with b on it. Does anyone already know the sound that the letter b makes?. . . That is wonderful; it says /b/ (make sound). /b/ is in a lot of different words, like baby, bus, and even about. Now let's say some of these words together. What is your mouth doing as you say /b/? When I say /b/ my lips come together and then a puff of air comes out. Is that what happens to you too? Now let's make /b/ and see what our mouths do. Allow students time to make proper mouth move. Good job, I think we've got that down.

2. Practice the tongue twister. Okay, I have a tongue twister here that has a lot of words that begin with the letter b. Display the poster with the tongue twister. I am going to say it first and then we will all say it together. Say tongue twister, "Bill and Betty baked brown bread for Barbara's baby."
"Now let's say it together...great job. Let's say it faster this time. Now, I want us to stretch out the /b/ every time we say it. Really emphasize the /b/. Say tongue twister stretched out together "BBBBilly and BBBBetty bbbbaked bbbbrown bbbbread for BBBBarbbras bbbabby."

3. Next, students will practice writing letter b. Pass out the primary writing paper. Now we are going to learn how to write the letter b. First I will show you how to write it and then I will let everyone practice. To make the lowercase b, start at the rooftop, and go down to the sidewalk. Draw a little tummy now instead of a big tummy. Allow students to practice letter b with their primary writing paper. Now we are going to learn how to write uppercase B. I'll show you first. Start at the rooftop and go straight down the sidewalk, around for his big chest, and around for his big tummy. Allow students to practice writing B.

4. Allow students to practice finding /b/ in words. Now that we can write b and we know how to say it. Remember, my lips are going to come together and then I let out a puff of air. I want to see if we can pick out /b/ in words that we say. I am going to ask you if you hear /b/ in two different words. Okay, do you hear /b/ in boy or girl?. . .great!  Net or ball? . . .you guys are so smart! …Tub or shower?…Fabulous. Last one, Bear or lion? . . .great! This helps me to determine if the students understood the lesson and have learned the letter b.

5. Read the book, The Three Bears by B. Barton. Give a book talk.  Deep in the woods lived a family of bears - Papa Bear, Mama Bear, and Baby Bear. One day Mama Bear fixed her family some porridge to eat, but it was too hot to eat. So, they all decide to go for a walk to give time for the porridge to cool. While they were gone a nosy girl named Goldilocks comes to the house and goes inside, even though no one was home. What do you think will happen? Will the bears come home while Goldilocks is still in the house? While reading, students will silently rub their belly every time they hear /b/.

6. Last, students will get primary writing paper and write their own version of the three bears using invented spelling and color a picture to go with it. They will share them with the class after everybody is done if they would like to. By allowing students to share their stories it gives the students a reason to put effort into it.

Assessment:
Students will be given a worksheet with pictures of items that begin with the letter b. There will also be words that no not start with the letter b. They are to color only the items that begin with the letter b


Reference:

     
Barton, B. (1991). The Three Bears. New York: Harper Collins

Bear Bonanza by Kathleen Wheat

http://www.auburn.edu/academic/education/reading_genie/encounters/wheatel.html

Bouncing B's by Candace Goodwin

http://www.auburn.edu/academic/education/reading_genie/passages/goodwinel.html

 

Home School Helper's Printables. DoodleDog Designs, LLC.  www.homeschoolhelperonline.com

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