Buttery Baked Biscuits
Christine MacPherson




Letter Recognition is a very important step when learning to read. The reason letter recognition is so important is because letters represent the phonemes in spoken words, and recognizing letters and their corresponding phonemes enables children to make sense of the written code we know as words. Letter recognition and phoneme awareness will give children the tools needed to become fluent readers. The letter that will be focused on in this lesson is B and b. By the end of this lesson, children should be able to recognize B and b in print and the phoneme /b/ in spoken words. Children will also be able to write both uppercase and lowercase B and b.



Materials Needed:


1. One piece of poster board divided into two halves. One half of the poster will contain two biscuits sitting vertically on a plate in order to look like a capital B. The second side of the poster will contain one biscuit with a knife on the left of it to make a lowercase b.


2. Primary Paper


3. Pencils


4. Bathtime for Biscuit by Alyssa Satin Capucilli


5. 5 Pairs of related objects

            Butter and Jelly

            Baseball and Glove

            Boy Doll and Girl Doll

            Bowl and Plate

            Brush and Comb


6. Overhead Projector


7. Assessment worksheet with pairs of objects. One object in each pair begins with b and the other half does not begin with b. Directions are to circle the object that begins with b.


8. Tongue Twister: Bo bakes biscuits and borrows butter.





1. Since vowels are very important when teaching letter recognition and phoneme awareness, the lesson will begin with a review of the phoneme a=/a/. "Does everyone remember what letter this is? Good. Now what sound does /a/ make by itself make? Thatās right /a/ for Avalanche."


2. Write the letter B on the overhead. "This is the letter B. It is the second letter in the alphabet. This is a capital b or a big b. B=/b/." Write b on the overhead. "This is also the letter b. This is a lowercase or little b. B and b both say /b/."


3. Go over the sound that b makes again. "The sound B and b says, /b/, is just like the sound in biscuit. How many of you like biscuits? Me too! Letās spread butter on your biscuit every time you hear the /b/ sound."


4. Say the tongue twister and have the children repeat it. Tell them to stretch the b with you and spread butter on their biscuits. "B-B-Bo b-b-bakes b-b-biscuits and b-b-borrows b-b-butter. Stretch out the /b/ sound." Repeat. The Tongue twister should be said once by you and three times by the children.


5. Give the children some words and ask them which word has the /b/ sound.

 Bag or sack?

 Mug or bowl?

 Rub or scratch?

 Black or white?

 Tab or cap?


6. Bring out the 5 pairs of objects. Show the objects to the children and say "Do you hear the /b/ sound in butter or jelly? Baseball or glove? Boy or girl? Bowl or plate? Brush or comb?" This will help the children to relate the /b/ sound to real objects.


7. On the overhead projector, show the children how to write B and b. Model B and b first, and then ask the children to follow along on their primary paper. Have the children write a row of capital Bs and lowercase bs. Walk around to make sure the children are writing the letters correctly. Capital B: "Start at the roof and draw a line straight down to the sidewalk. Give the B a big round chest that starts at the roof all the way to the fence. Next give the B a big round belly that starts at the fence and ends at the sidewalk.ä Model the capital B two more times slowly. Lowercase b: Start at the roof go down to the sidewalk. Next bounce up to the fence and around to the sidewalk. Please make a row of ten big Bs and a row of ten little bs."


8. Read the book Bathtime for Biscuit. Give a brief book talk before reading. "Biscuit is a puppy who needs a bath. Everything is ready for the bath except for Biscuit because Biscuit has been spending the whole day getting dirty. Will Biscuit ever get his bath? We will have to read Bathtime for Biscuit in order to find out what happens to Biscuit and his bath. I want you to spread butter on your biscuit every time you hear the /b/ sound." The book should be read slowly to allow children to spread the butter on their biscuits. A pause should be made at the b words and the b sounds should be stretched out. The talk and turn concept should be applied which is when the teacher talks about what happened in the story before turning the page. This improves comprehension for the children.


9. The final section of the lesson will be the assessment worksheet. The children will draw a line from the three bs to the three objects that begin with B. The objects are: crab, ball, bird, fish, and bowling.





Capucilli, Alyssa S. Bathtime for Biscuit. Harper Trophy. 1999. 32p.


KidZone Kintergarden. Beginning Consonants Worksheets. (handout)


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