Billy Bellowed, "Let's Bounce!"
Rationale: It is important for children to be able to recognize phonemes in the spoken language so they are able to become strong readers. 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 (bouncing a ball) and the letter symbol B. By writing practice, tongue twisters, and independent work, students should improve enormously when recognizing the /b/ sound.
-Primary paper and pencil
-Sentence Strip with "Billy bounced the big ball back to Beth" written on it
-Sentence Strip with upper case B and lower case b written on it
-Word list with the /b/ sound and without: ball, cab, big, car, brag, blue, hat, bubble, grass, about
-Cards with the following words: Bang, ball, blue, cab, back, bake
-Book: Brown Bear Brown Bear What Do You See? By Eric Carle. Henry Holt and Company (1996).
1. Our written language is a secret code. We have to learn what letters stand for, which can be tricky. The letters stand for the way our mouths move when we say a word. We will work on learning how our mouths move different letters, and today we will work on spotting the mouth move for /b/. We spell /b/ with the letter B. B looks like two balls stacked on top of each other and /b/ sounds like a bouncing ball bouncing across the floor.
2. Let's pretend to bounce a ball, /b/, /b/, /b/. [Pretend to be bouncing a ball when you make the sound] Notice the movement your lips make. They come together tightly and then they push apart and air comes out.
3. Let me show you how to find /b/ in the word cab. I'm going to stretch table out in super slow motion and listen for my bouncing ball. Ttt-a-a-ble. Slower: tt-aaa-bbb-le. There it was! I felt my lips come together and then push apart, and I felt air come out of my mouth. I can feel the bouncing /b/ in table.
4. Let's try our tongue tickler (display tongue tickler): "Billy bounce the ball back to Beth." [Read the tickler through once normal speed, then read again exaggerating the B sounds, use your hands to motion like you are bouncing a ball up and down every time you say /b/] Now I want you to read the tongue tickler to yourself three times softly. [allow for wait time] Now lets all read together exaggerating /b/ [remind students to use their hand motions if they are not]. "/b/illy /b/ounces the /b/all /b/ack to /b/eth. Now lets read normal speed.
5. [Have students pull out primary paper and pencil]. We can use the letter b to write /b/. To write an upper case B we start at the rooftop, draw a straight line to the sidewalk then pick up your pencil and start back at the rooftop make half a circle to the fence then another half circle to the sidewalk. Now I want to see you make an uppercase B. After I have seen your B, write 9 more of those. Now, to write a lower case b we start off the same way. Draw a straight line to the sidewalk then pick up your pencil and start back at the fence and draw half of a circle down to the sidewalk. After I have seen your lowercase b draw 9 more of those.
6. Call on students to answer and tell how they knew: Do you hear /b/ in Bill or Carl? Table or Chair? Ball or Hall? Best or West? Say: Let's see if you can spot the mouth move /b/ in some words. Bounce your ball if you hear /b/: crow, baby, car, bag, about, bed, head, bat, cable, bang.
7. Ask the children to think of a word that has a b in it. Have them draw a picture of their word and write it on their paper. If time allows have the students write their word on the board and then show their picture to the class. If there is not a lot of time have the students show their papers to their partner.
8. Now lets read the book Brown Bear Brown Bear What Do You See? Every time I say a word that has /b/ in it I want you to pretend to bounce your ball.
9. Now I am going to show you how to decide if a word has /b/ in it or not. Look at this word (hold up card with bang), I wonder if this says bang or hang. Let me slowly sound it out: b-ang. I heard the /b/, so it must be bang! Now I want you to try these words. Hold up ball and say "Is this ball or call?"; hold up blue and say "Is this blue or glue?"; hold up cab and say "Is this cab or car?"; hold up back and say "Is this back or pack?"; hold up bake and say "Is this bake or make?".
10. For assessment, distribute the worksheet. Students are to write b and B 5 times each on the top, then complete partial spellings in the middle section, and on the bottom there are a series of drawings and they are to color the pictures whose names contain the phoneme /b/. While students are working on their phonemes I will call them up individually and ask them to read the words I have printed on cards. I will tally the number they were able to correctly read and enter that information on a check sheet.
Allison Bragg: http://www.auburn.edu/academic/education/reading_genie/solutions/braggel.htm
Laura Davis: http://www.auburn.edu/academic/education/reading_genie/realizations/davislel.htm
Jessica Horsefield: http://www.auburn.edu/academic/education/reading_genie/realizations/horsefieldel.htm
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