Bouncy Ball /b/

Grant Chaffin

Emergent Literacy

 

Rational:  This lesson will help children to associate the phoneme /b/ with the grapheme B.  It is very important that students learn that letters represent phonemes in spoken words. Children need to have explicit instruction and practice to be able to recognize phonemes because sometimes it can be very confusing to children.  This lesson will help student to recognize /b/ in spoken words giving them a meaningful representation (bouncing the ball) and the grapheme symbol w.  Students will also have practice identifying /b/ in spoken words.  Students will gain a better understanding of the correspondence by focusing on the mouth movements made when saying the sound, and by doing a letter box lesson to spell and read words with b = /b/.  They will also practice writing the phoneme /b/ with the grapheme b.

 

Materials:  1) Primary Paper

                   2) Pencil

                   3) Laminated sheet with tongue twister "Bob bounced his ball beside Betty and Billy"

                   4)Letter Boxes

                   5) Letter Tiles

                   6) List of word both with and without /b/ to read to the child so they can pick which has the /b/

                   7)Assessment worksheet that has them matching the sound /b/ to one of two words.

 

Procedures: 

1.Say. "Our written language is a secret code.  The tricky part is learning what letters stand for.  Today we're going to work on /b/.  We spell /b/ with the letter B."

2.Next discuss with the student the sound a ball makes when you bounce it.  Say:  "When we bounce our ball on the ground it makes the sound /b/ /b/ every time we bounce it"  Then you can move your arm up and down as you pretend to bounce the ball.  Say:  "Use this bouncing motion to help you remember the sound a ball makes be it bounces. Do you see how you press your lips tight together and then hum a little, and let the air that builds up in your mouth blow your lips apart?"

3.Say:  "Why don't we try a tongue twister? "Bob bounced his ball beside Betty and Billy." Now lets try it together and really stretch out the /b/ at the beginning of the words. “BBBBob BBBBounced his BBBBall BBBBeside BBBetty and BBBilly"

4.To make sure the student can identify /b/ in spoken words ask them to pick in which word they hear the /b/ sound.  Say:  Do you hear /b/ in bat or lot? ball or sack? belong or odd? boom or talk? bounce or dribble? bubble or metal?  Now lets see if you can see the mouth movement /b/ in some words.  Bounce you ball when you hear /b/.  beg, wet, bump, bad, sting, late, brag, money, master, butler.

1.Next complete a letter box lesson with the words the you used in the previous spoken part of the lesson, making sure to get the student to bounce their ball when they recognize the /b/ in words.

2.Next take out the primary paper and pencil and distribute it to the student.  Model and tell the student how the write an upper case and lower case B.  Say while you model, "For a capital B, start at the rooftop and come straight down to the sidewalk, then bring your pencil back to the top and make a hump from the rooftop to the fence, then make a hump from the fence to the sidewalk.  Then for the lower case "b" you start at the rooftop drop down to the sidewalk, bounce up to the fence, and around back to the sidewalk.

3.For assessment, distribute worksheet and have children complete picking one of the two words that start with the letter "b"

Resources:  Simpson, Cassie , The /B/ Beat 2010

http://www.auburn.edu/academic/education/reading_genie/odysseys/simpsonel.html

 

Assessment: Created worksheet

 

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