BBBBBBBBBubbles
Christi Keith
Emergent Literacy Lesson Design
Rationale: After this lesson students will be able to identify the B=/b/ in written and oral language. Phonemic awareness is a prerequisite for phonics knowledge, spelling development, and word recognition, and is a predictor of later reading and spelling achievement. (Eldredge, p. 27)BBBBBBBBBubbles
Christi Keith
Emergent Literacy Lesson Design
Materials: Primary writing paper for each student, pencil for each student, two note cards for each student (numbered one and two), dry erase marker for teacher, chart paper with the tongue twister on it (blowing blue bubbles goes BBBBBBBB), If You Give a Mouse a Cookie by Laura Joffe Numeroff, handout with pictures of animals that have the B sound and some that do not and crayons for the students.
Procedure:
1. Today we are going to learn about the B=/b/ sound.
This year we have been learning about the different sounds that letters
make and this is how we are going to learn to read.
2. Have you ever heard soap bubbles pop and heard that BBBBBBB
sound that the bubbles make? Well, that is the sound the letter B
makes! Let's make the beginning sound in B and also the sound that
bubbles make! Practice with our mouths, b-b-b-b-b-b-b-b-b-b.
3. Now we have a tongue twister (show the chart paper and point
to the words as they are read). Let's practice by every one saying,
"blowing blue bubbles goes BBBBBB." Great! Now when
we say the tongue twister let's break off the beginning sound in the words
that begin with B and stretch that sound out. BBBBBlowing BBBBBlue
BBBBBubbles goes BBBBBB.
4. Okay, now we are going to practice making the letter b.
First, let's take out our lined paper and a pencil. Start at the
roof, go down to the sidewalk and bounce up and around. Very good!
Let's see everyone's line of b's. Now, that you have made
the first one, I want you to keep going and make a whole row of b's
on the top line of your paper. You have just made the letter that
makes that sound we hear when popping soap bubbles. I will be walking
around to check everyone's b's. Raise your hand if you need
help and I will come to you.
5. Everyone needs to take out their note cards with the number
one (1) on one card and the number two (2) on the other card and put them
on your desk. I am going to say two words and if you hear the b
sound in the first word hold up the card with the number one (1).
If you hear the b sound in the second word hold up the card with
the number two (2) on it. Okay, everyone ready? Alright let's
listen. Do you hear the b sound in: boat or goat? blow or
go? get or bit? bath or swim? cart or bat? blue or glue? boy or girl? bird
or fish?
6. Now we are going to read a book called If You Give a Mouse
a Cookie by Laura Joffe Numeroff. This book is about a mouse that
wants a cookie. The little boy in the story gives a mouse a cookie
and then the mouse asks for many things. He asks for milk, a straw,
and a napkin! The mouse also thinks of a lot of other things he wants
just because he got a cookie. Let's see what the mouse wants after
he gets his cookie and also see if he gets what he wants. The students
will be asked to make the BBBBB sound every time they hear a word
containing that sound in the book. I will assess the students by
giving them a worksheet with pictures from the book. Some of the
pictures will have the BBBBB sound and others will not. The
students will be asked to color in the pictures with that have the BBBBB
sound.
Reference:
Eldgredge, J. (1995). Teaching Decoding in the Holistic Classroom.
Prentice Hall Incorporated. Page 27.
Numeroff, Laura Joffe. If You Give a Mouse a Cookie. Scholastic: New York, New York. 1985.
http://www.auburn.edu/rdggenie/openings/minkel.html. "OOOhhh My Toe!"
http://www.auburn.edu/rdggenie/openings/millerel.html. "Billy's
Blue Ball!"
