Last updated 11/30/00
The “B” Box
By:  Amy Spurlock

Rationale:  Some children have problems identifying the phoneme /b/. (4) This lesson will help them develop this discriminatory skill.  During the lesson the children will be shown different objects that have the b=/b/ sound in them, and some objects that do not.  By doing this the children will increase their ability to discriminate the b=/b/ sound. (5)

Materials:  Primary paper and pencils, chalkboard and chalk, different objects that have the /b/ sound in their name, objects that do not have the /b/ sound in their name, one big cardboard or rubbermaid box, and a tongue twister using the /b/ sound in it, construction paper, scissors, magazines,glue, and a book that has the phoneme /b/ used in it.

1. Explain to the children that written language consists of connecting letters to sounds.  In today’s lesson we will be looking for the b=/b/ sound in words.
2. Ask the students what the b=/b/ sound makes.  Then model the /b/ sound by saying “Watch my mouth and listen as I make the b=/b/ sound.(8)  “Lets all make the b=/b/ sound with our mouths.”(9)  “Can anyone tell me a word where we make the sound b=/b/?” (9)  Example- baseball, baby, bag, etc.
3. “Let’s try a tongue twister.” (9)  Have the tongue twister Bill and Betty baked bread for Barbara’s baby written on the board with all the b=/b/ underlined so the children can see the b=/b/ sound.  “Everyone say it three times together.” (9)  Then say it one more time and really emphasize the /b/ sound in the words.
4. After we have practiced saying the b=/b/ sound show the children a pile of objects.  Some of the objects will have the b=/b/ sound in their name and some will not have the b=/b/ sound in their name.  Have a box big enough to put the b=/b/ sound objects in.  Tell the students that the box is our “B” box and they have to put the objects that have the b=/b/ sound in their name in the box and the objects that do not have the b=/b/ sound in their name stay on the floor.  Some of the objects could be a baseball, basketball, baby doll, basket, etc.  Each student should have a chance to put an object in the “B” box.  When they are done we will take each object out of the box and as a class say the name of each object and really emphasize the b=/b/ sound. (15)
5. ( 7) For a review exercise, have the children practice making an upper and lowercase b, (Bb), on primary paper.  Then write a few small words on the board which have the b=/b/ sound in them and tell the students to underline the b in each of the words.  Give them an example such as bag.  (8) & (15)
6. Read Here Comes the Strikeout by: Leonard Kessler.  The story is about baseball, which has many /b/ sounds in it.  When done reading the story discuss it and see how many of the /b/ sounds the kids can pick out of the story. (14) You can also talk to the kids about how many /b/ sounds are in the game of baseball such as ball, bat, base, score board, etc.
7.  ( 17) For the assessment step, give each child a piece of construction paper and a pair of scissors.  Then make sure there are enough magazines for each child.  Allow each child to go through each magazine and cut out different pictures that have the b=/b/ sound in it.  When they are done cutting the pictures out have them glue the pictures on the piece of construction paper that they have.  When they are done gluing their pictures onto their construction paper, go around the room and allow each child to show their pictures and tell what they are.


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