Hearts Beating for B
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.
Assessment:
http://www.kidzone.ws/kindergarten/b-ends1.htm