Bouncing pig

Learning:  p= /p/ and b= /b/
Emergent Lesson Plan

By:  Jenna Goodwin

Rationale:  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.

Materials:  
Pictures of p- pig, paper, picture and pen.  b- box, bucket, ball, and bat
Primary paper
Pencil
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).   

Procedure:
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 sidewalk.”  
*  “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.

Assessment:  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 and b.  

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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