Buddy the Bee Bats Balls with the Letter B

 Emergent Literacy

Jamie Ann Mathis

 

Rational:  Readers must first be able to recognize letters.  In turn, they will be able to recognize these letters in reading.  This lesson is designed to help students learn the letter Bb.  In this lesson, they will also learn to recognize the /b/ in spoken words.  This way they will be able to recognize the symbol to go along with the sound in spoken word practice.

 

Materials: 

            Alphabet Chart

            Glue

            Alphabet Magnets

            Cardboard for each student (measurement 5” x 5”)

            Chart with “Bob the builder beholds his beautiful bulldozers.”

            Primary Paper and Pencil

            Dr. Seuss’ ABC

           

 

Procedures: 

  1. Introduce the letter Bb to the students by showing them the letter on the alphabet chart.  Express the /b/ sound.  “ All right, now that we know how to say B let’s recite the tongue twister on the chart together.  Each time put emphasis /b/  on each B that you read.”  Ask the students if they can think of any other words with the /b/ sound.  Example:  bake, bundle, bitter.  Repeat the words slowly, again with stressed emphasis on the /b/ sound (b – b – bake).
  2. Have students take out primary paper and pencil.  “We are going to learn how to write the letter that makes the /b/ sound.  For the capital letter, you make a line that starts at the ceiling and comes all the way down to the floor.  Can you do that for me?  Then make a round chest and around again for his big tummy.  Next, we need to make a lowercase b.  Start at the ceiling, go down, bounce up and around.  Great job!  Now I need for everyone to make Bb on their own.  After I put a smiley face on your paper, I need for you to make a line of B and a line of b.”
  3. Call on a student to give the answer to the following questions:  “Do you hear /b/ in bear or frog? Kite or book?  Iron or ball? Listen for the /b/ sound in these words.  When you hear /b/ quietly raise your hand.”  Slowly read aloud the tongue twister, allow time for students to raise their hand when they hear the /b/:  “Bob the builder beholds his beautiful bulldozers.”
  4. Show the students what they will be making in class.  (Magnetic Alphabet Letters glued on cardboard to make B and b.)  Be sure to explain the directions carefully.  You might want to write them on the board in case they need to refer back to them.
  5. “Today, we are going to be making the letter B and b out of our magnetic alphabet letters.  Each of you get a piece of cardboard.  Find the lowercase l and glue the magnetic side to your board.  Now take two lowercase c’s and glue them to your board to form B.  Use the same letters to make b.”
  6. Allow time for glue to dry
  7. Read the page on B from Dr. Seuss’ ABC

 

Assessment:

Students will be given a picture worksheet to complete.  I would also refer to the writing assignment number 2 to see how well they understand the concept of printing B and b.  Some additional practice may be needed for students that do not grasp the printing.

 

Reference: 

Aretha Holloway

Gorilla Girl Grows Green with letter G

http://www.auburn.edu/rdggenie/discov.html

Alphabet Letter Activity Sheet

http://www.tampareads.com/alphabet/letter-write/bw-line/b-letter.pdf

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For further question, contact mathija@auburn.edu