Learning: p= /p/ and b= /b/
Emergent Lesson Plan
It is extremely important for young children to understand how to
listen and identify for the beginning sounds in words as a step to gain
their knowledge of letter recognition. Students need to
understand that words have letter sound correspondences. This lesson is
designed to help children distinguish between the two letters p and b. These letters have
different sounds, and can be difficult for children to recognize in
print because they look alike. Throughout this lesson children
will have the experience to practice pronouncing, listening and writing
these letters p and b.
Pictures of p- pig, paper, picture and pen. b- box, bucket, ball, and bat
Worksheets with various
pictures (with the letter p
and b also pictures that do
not include the letters p and b in them)
Red and blue crayon
The book Brown Bear, Brown Bear, What Do You See?
By Bill Martin Jr.
Poster board with tongue
twisters on them (Pretty Patty paints purple pictures and Belle bumps
big blue boxes).
1. Today we are going to learn
about two letters that we sometimes get confused when writing because
they look so much alike. Explain that our mouths move differently
when we say different letters, but in this case the movement is
similar. These letters are p
and b (show the letters that
are written on cardstock). Who can tell me what sounds the letter p
makes? Good job p says
/p/. Now who can tell me what sound the letter b makes? Right, b says /b/. Now I am going to
show some pictures and I want for you tell me which letter they start
with. It will either be a p
or a b. Show pictures
of p- pig, paper, picture, pen. b- box, bucket, ball, bat.
2. Next have them listen
to a word that begins with the letter p
or b and ask what letter they
hear in each. For example, for the word pig I hear /p/ /i/ /g/ and I
hear the p sound at the
beginning of the word.
“ Do you
hear /p/ in pat or bat "
“ Do you
hear /b/ in but or put "
“ Do you
hear /p/ in pot or bought "
“ Do you
hear /b/ in big or pig "
3. Now lets try a couple
of tongue twisters (poster). Tell them that tongue twisters
usually do not make any sense, but they are a fun way to help us listen
for the repetitive sound in a word to help us remember them.
Let‘s start off with “Pretty Patty paints purple pictures” This
time I want everybody to say it together. Now say it again, but
this time I want you to stretch the /p/ at the beginning of each word
that starts with a p. “Pppretty Pppatty pppaints pppurple
pppictures.” Now lets do another one, but this time we are
going to be saying the /b/ sound as in ball. “Belle bumps big
blue boxes.” Let’s say it together. Now we will stretch the
/b/ sound in each word that begins with the letter b. “Bbbelle bbbumps bbbig bbblue bbboxes.”
4. Next we are going to
practice writing the letters p
and b. Lets take out
our paper and pencils. First I want you to watch me as I show
you how to write the letters p
and b (on the board). Explain
to them that when we write letters the lines on the paper each have a
name. The top line that is solid is called the rooftop. The line
that is dotted in the middle is called the fence. The bottom line that
is solid is called the sidewalk. Anything below the sidewalk is
called the ditch.
* “For the lower case p, you start at the fence, go
straight down into the ditch, come up and put his chin on the
* “For the lower case b, you start at the roof, go down,
b-bbounce up and around.”
Now I want you to write the p
and b ten times each. That mean that you should have ten little p’s and ten little b’s.
Next we are going to read the
book Brown Bear, Brown Bear, What Do
You See? By Bill Martin Jr. that shows the /b/ correspondence.
Each student will be a given a worksheet with various pictures on it
that begin with the letter p
and make the /p/ sound and b that make the /b/ sound. Some pictures
will not begin with the letter p
and b and they will not have
the /p/ sound or the /b/ sound. The students will have to decide which
pictures do and will color them. If the word has the /p/ sound in it
color it red and if it has the /b/ sound color it blue. This will
allow me to know if students can recognize the letter-sound
correspondence for the letters p
Emergent Literacy: Naomi Lewis, Learning b & p. http://www.auburn.edu/~
Brown Bear, Brown Bear, What Do
You See? By: Bill Martin Jr.
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