Buzz the Bumblebee

 

 

 

Emergent Literacy

Kristi Woods

In order to learn how to read and write, children need to be aware that spoken words have phonemes that are embedded in them and difficult to detect. It is important for students to understand the relationship between those sounds and the letters that represent them. Today students will learn the letter b and the sound it makes. This will allow the students to make connections between the written letter and the vocal sound. The goal of this lesson is for students to be able to write a capital and lowercase b, to recognize the relationship between the written or spoken letter and its sound, and finally to recognize words or objects that start with the phoneme /b/.

Materials:

1.     A large picture of Buzz the Bumblebee

1.     Primary Paper

2.     Pencils

3.     Whiteboard

4.     Dry erase markers

5.     Cards with the alphabet on them

6.     Cards that have pictures of objects on them that contain the letter "b" and some that do not contain the letter "b"(ex: ball, pet, scribble, kite, bath, tub, cab, able, bat)

7.     Brown Bear, Brown Bear, What do you See? Book

8.     Crayons

9.     Letter Bb Worksheet

Procedures:

Procedure:

1). "To become great readers we must first understand the secret code of our language. We understand the code we must recognize letters and the sounds that go along with them."  Assess the knowledge of the students by holding up letters previously learned and asking the students to identify them. Start by asking, "Does anyone know what letter makes the /b/ sound? Yes, the letter "b" makes the /b/ sound. When you say the letter b, how do your lips look? Right, your lips are pressed together. Lets practice saying /b/.  Ok, good. Let's practice the /b/ phoneme together by saying buzzzz like a bee. Buzzzzz. Good job!"

2). Speak to class: "Do you know any words that begin with the letter b in them." I will draw the letter b on the whiteboard so children are able to see a visual of the letter.  I will also help the children sound out /b/ to help them correctly identify words with the letter b in them. "I want you to pat your head when you hear /b/.  Do you hear /b/ in ball or pet? Scribble or kite?"...Use the cards with objects on them to scaffold the students in identifying /b/.

3). "Now we're going to try our tongue twister.  Tongue twisters are a fun way to help us say /b/. Bill and Betty baked brown bread for Barbara's baby. Now, let's all say it together. I want you to focus on making the /b/ longer. Bbbbill and Bbbbetty bbbbaked bbbbrown bbbbread for Bbbbarbra's bbbbaby." 

4). Each child is given a piece of primary paper and pencil. Tell them how we can spell the letter /b/.  "We are going to practice writing this together. Go straight down from the rooftop to the sidewalk; around for his big chest, and then around for his big tummy (model this on the board).  Next we are going to practice writing the lower case b. Start at the rooftop and draw a line down to the sidewalk.  Draw a little tummy now instead of a big tummy (model this on the board). Have students practice writing both capital and lowercase b.

5). Read the book, Brown Bear, Brown Bear, What do You See?  The students will pat their head when they hear the /b/ sound.  I will model this with the title of the book.  Have the students use invented spelling to write a sentence about one thing they learned from the story.  Display their work.

6). For the assessment hand the students a worksheet with different pictures on them. They are to say the name of each picture aloud and color each one. "This worksheet will help you indentify objects that have /b/ in them."

 

Reference:

Carle, E. Brown bear, brown bear, what do you see? Henry Holt and Co.

Kidzone Preschool and Kindergarten: Letter Bb

 

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