Phoneme awareness can be defined as the ability to
identify the vocal
gestures (phonemes) in spoken words, and is the greatest
successful reading. Therefore, it is of the utmost importance that it
effectively taught to all children learning to read.
In order to do this, phonemes should be taught explicitly and
systematically. According to research,
there are three features that are key to teaching an effective phoneme
awareness lesson. These
are: focusing on an
individual phoneme, creating activities to make each phoneme memorable,
and finding phonemes in spoken words. During
this lesson, the focus will be on finding the
phoneme, /b/, which is represented by the letter b.
The above three strategies will be implemented throughout the
course of this lesson in order to most effectively teach this phoneme.
-Various items that begin with the letter /b/: book, ball, bongos, basket,
-A copy of the book Brown Bear, Brown Bear,
What do You
See? by Bill Martin, Jr. Publisher:
Harcourt Brace and Company, 1970.
-Story book paper (paper that is blank at the top
illustrations with a lined bottom, so that the students can write on it)
-A page that contains the following pictures: car,
ball, net, boy, girl, bongo drums, piano, book, pen, bee, snail
-Chart that displays the tongue twister: Blue
1. "Learning to
read and write is really important, and the trick to doing this is
learning the sounds for different letters and learning how our mouths
move when we say those letters. I want
each of you to look at these objects. Show
them the objects that are listed above. Let's
say the name of each of these objects together."
Give specific praise. "Now,
does anyone know what all of these words have in common?" Give praise for correct answers.
all begin with the /b/ sound! Today, we
are going to pretend like we are detectives, and we are going to look
for the /b/ sound in different words!"
2. "Have you
ever heard the sound a drum makes? Right!...
it's b-b-b-b-b-b." Model pretending to tap a drum for the
students while saying the /b/ sound. "Now
let's all pretend that we are playing our bongo drum while we make the
3. "Tongue twisters are tons of fun, and
this one is filled with the /b/ sound!" Get students'
attention to the chart and model reading it for them, stressing the /b/
sound. "Now let's try it together! Blue baboons beat big bongos!" Give
praise. "Now we're going
to try it again, and every time you say the /b/ sound, I want you to
pretend like you're playing your bongo drum. Now
it's your turn to practice the b's!" Let
them repeat this several times until it is evident that they understand.
4. "We can even write the /b/ sound using
the letter b. Let's practice writing it!" Model for students how to do this. "Start at the roof, go down, and then
up and around! Now you try!
When you think you've got it, raise your hand, and I will
come by and take a look." When
student successfully writes the letter, have them write this five more
times for additional practice. "Remember,
whenever you see the letter b in a word, it says what?
Right... it says /b/!"
5. "Now let's see if we can find the /b/
sound in some words. Do you hear the /b/
sound in bubbles? Let's me s...
bbbb-u-bbbbles. Yes, I definitely hear the
/b/ sound in bubbles. Did you? What about these words- do you hear the /b/
sound in good or bad? Bat or rat? Big or small? Boat
6. Do a Read Aloud with the book Brown
Bear, Brown Bear, What do You See? Discuss
this with the students, and then reread the book. "I
am going to read the book again, but this time, I want
you to pretend to play your bongos each time you hear the /b/ sound. Are you ready? Great...
let's get started."
7. "Now, we're going to make our own book
of /b/ sounds. Why don't we call our book Baboon,
Baboon, what do you hear?, since we talked about the baboon that
played his bongos?" Allow students
to make suggestions, and then distribute the story book paper and
crayons for them to draw and illustrate their picture.
"I want everyone to write at least one
sentence about something the baboon could have heard and draw a picture
at the top, so our book will have illustrations. Do
your very best work, and really think about those b's!"
to the Encounters Index
Martin, Bill Jr. Brown
Bear, Brown Bear, What Do You See?.
Harcourt Brace and Company, 1970.