The Brilliant, Bubbly B
Emergent Literacy Design
By: Hannah Dupre
To be a successful reader you must have phoneme awareness. There are three ways to effectively teach phoneme identities, which include (1) individual focus on phonemes, (2) memorable activities that include the particular phoneme taught, and (3) practice applying your knowledge of the phoneme in spoken words.
During this lesson I will focus on the phoneme /b/, which is represented by the letter b. The lesson will include the three ways to teach effective phoneme identities in order to help students learn about /b/ in spoken words.
3.B letter cards
4.The Butter Battle Book by Dr. Seuss
5.Poster with tongue twister
6.Picture worksheet for assessment with pictures of butter, bread, flowers, bed, fish, bubbles
7.Several items that start with /b/, such as boat, baby doll, ball, book
1. I will introduce the lesson by telling the children that the alphabet consists of letters, and each letter represents a specific sound. A way to discover what each letter sounds like is to watch our mouths move. Today we will search to find the sound /b/ in our spoken words, and then we will learn how to write it, and find it in other words.
2. Next, I will ask the students to think back to a time when someone surprised you. Did you heart beat really fast? If it probably sounded like /b/ /b/ /b/ /b/ (make the beating heart hand gesture). The sound that you heard from your heart is also the sound that we will be practicing today. Can everyone make the sound of your heart beating? We will practice saying that sound.
3. I will have the children look at the table in the front of the class where several items are placed. I will explain to the students that each time I point to one of the items they should say what they are called. Nice Job! Does anyone know what is in common with all of these words? Good answer! They all start with the sound /b/.
4. Now, lets see if we can all say this fun /b/-filled tongue twister on this chart. First I will say Bill and Betty baked brown bread (emphasizing the /b/ sound). Now lets try it together. Good job! Which of the words in the tongue twister had the sound /b/? Youre right, all of the words did.
5. Have the students get out their primary paper and a pencil. Let the students know that we use the letter b to represent the sound /b/. Write the letter down on the board. Tell the students that when the make a capital letter B they must go straight down to the sidewalk, around for his big chest, and around for his big tummy. Have them try to write the letter on their paper. Walk around the class and observe their progress. Once they grasp the concept ask them to write 5 more capital Bs. Next, show them how to make a lowercase b. Write the letter on the board and explain the movements. Start at the roof, go down, and bounce up and around. Now it is your turn to try. Walk around the class and observe the progress. Have them write the letter five more times. Explain to them that now you know what the sound /b/ looks like on paper. Now when you see the letter b you should it makes the sound /b/.
6. Next we are going to read a book called The Butter Battle Book. The story is about two groups of people that do not get along, the Yooks and the Zooks. The Yooks live on one side of the great wall and get their bread with the butter side up. While the Zooks live on the other side of the great wall and eat their bread with the butter side down. Lets read the book so that we can find out if they solve their problem. While we are reading I want you to practice your /b/ sound. When I read a word that has a /b/ sound in it I want you to repeat that word back to me. Read the book and have the students practice saying the /b/ sound.
7. At the end, I will give each student a worksheet that includes images of items (this is my assessment). I will ask the students to color the images that start with the /b/ sound and cross out the images that do not start with the /b/ sound.
Dr. Seuss. The Butter Battle Book. Random House Books for Young Readers. 1984.
Dickson, Sue. Spell, Read, and Write. How to Print Letters (handout).
Simpson, Cassie. The B Beat http://www.auburn.edu/academic/education/reading_genie/odysseys/simpsonel.html
Self, Jamie. B-b-bouncing ball http://www.auburn.edu/academic/education/reading_genie/constr/selfel.html
Harden, Adriane. Buzzing Bees
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