Hearts Beating for B


Megan Kuenzli

Emergent Literacy Design


Rationale: This lesson will help students identify /b/, the phoneme represented by B.

Students will learn to recognize /b/ in spoken words by learning a meaningful representation (a beating heart) 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 pencil, chart with "Bill and Betty baked brown bread for Barbara's baby"; drawing paper and crayons; Alexander Stadler's, Beverly Billingsly Borrows a Book (Harcourt Children's Books, 2002); word cards with BOG, BOX, BUN, BALL, FUN, BAKE, and ROSE; assessment worksheet identifying pictures with /b/.


Procedures: 1. Say: Our written language is a secret code. The tricky part is learning what letters stand for- how our mouth moves for each sound. Today we're going to work on spotting the mouth move /b/. We spell /b/ with the letter B. B looks like a heart turned sideways (<3 B) and /b/ sounds like a heart beating.


2. Let's imitate our heartbeat, /b/ /b/ /b/.  (pat your chest when making the sound). Notice where your lips and teeth are (your lips are touching while your teeth have a space between them). When we say /b/ we pop our lips apart.


3. Let me show you how to find /b/ in the word crab. I'm going to stretch crab out in super slow motion and listen for my beating heart. Ccc-rr-ab. Slower: Ccc-rrrr-aaaa-bbbb. There it was! I felt my lips pop open! I can hear the heartbeat in crab.


4. Let's try a tongue twister (on chart). "Bill and Betty baked brown bread for Barbara's baby." Everybody say it three times together. Now say it again, and this time, stretch out the /b/ at the beginning of the words. "Bbbbill and Bbbbetty bbbbaked bbbbrown bbbbread for Bbbbarbara's bbbbaby." Try it again, and this time break it off the word: "/b/ ill and /b/ etty /b/ aked /b/ rown /b/ read for /b/ arbara's /b/ aby."


5. (Have students take out primary paper and pencil) We use letter B to spell /b/. Capital B looks like a sideways heart. Let's write the lowercase letter b. start at the roof, go down, b-b-bounce up and around. I want to see everyone's b. After I give you a sticker, draw nine more lowercase letters.


6. Call on students to answer and tell how they knew: Do you hear /b/ in fun or bounce? Toe or ball? Bad or up? Cab or starve? Say: Let's see if you can spot the mouth move /b/ in some words. Pat your chest if you hear /b/. Barry, baked, bread, at, Belinda's, Bakery, before, bedtime, because, brother, made, him.


7. Show BOG and model how to decide if it is bog or dog. The B shows me a beating heart and sounds like a beating heart /b/ /b/. bbb-og, bog. Now you try some: BOX: box or fox; BUN: hun or bun; BALL: call or ball; FEE: bee or fee; BAKE: make or bake;  DREAD: bread or dread?


8. Say: "Let's look at a book, Beverly Billingsly Borrows a Book. Every time you hear a word with a /b/, I need you to pat your chest, like your heart is beating. I will write down the /b/ words on the white board.


9. For assessment, distribute worksheet. Students will look at pictures and decide which picture's name ends with the letter B.


Stadler, Alexander. Beverly Billingsly Borrows a Book. Harcourt Children's Books, 2002. 32.

 Garret, Cindy. Bursting Bubbles to Make the Blue Blob. http://www.auburn.edu/academic/education/reading_genie/solutions/garrettel.htm



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