Emergent Literacy
By: Glenna Neilson
Bum, Bum, Beat the Drum
Emergent Literacy
By: Glenna Neilson
Children need experience with sorting words and
pictures to build letter and
sound recognition. This lesson will help children to identify /b/.
They will be
able to find /b/ in spoken words and learn how to write the graphemic
representation b.
Materials:
Picture
of drum with B in it, poster with "Brad baked banana bread for Betty"
on it,
primary paper and pencil, picture page with bread,
cereal,
bear, fox, butterfly, mouse, box, house, ball, and
dog, journal, Where Does the Brown Bear
Go? and crayons.
Procedures:
1. Introduce the lesson by talking about the
alphabet and what sounds the letters of the alphabet make when they are
in a word. Today we are
going to find out how our mouth moves when we
say the sound for the letter B. The sound says /b/. Now let's see if we
can find the /b/ sound i
this word. "Tub" /t/, /t/ /u/, /t/ /u/ /b/.
There it is! You can find this sound at the beginning, middle or end of
a word. Everyone say /b/. Now say it
again and let's see what our mouths do when we say
this sound. What did your mouth do?
2.
Have any of you ever beaten on a drum before? Well when you beat on a
drum it can make a /b/ sound. Let's all try beating our drums by
slapping our hand on our lap and making the
/b/ sound. Make sure your mouths are moving the way we talked about
when you beat your
drum.
3.
Now we are going to try the tongue twister I have on this poster board.
I will say it and point to the words, and then we will practice it
together. "Brad baked banana bread for Betty." Now
everyone try it. Now we are going to try beating our /b/ drums every
time we hear the /b/
sound in a word. (Do this three times).
4.
Now we are going to use the primary paper and pencil to try and write
the letter b. We are going to start our pencils at the rooftop and go
straight down to the sidewalk. Now bounce back up to
the fence, and loop out, around and back to the sidewalk. After looking
to make sure all
the students are on the right track, let them do it
nine more times. Remember that whenever you see b by itself it makes
the /b/ sound like
beating on your drum.
5.
Now we are all going to try and find the /b/ sound in the words I call
out. Beat on your drum if you hear /b/: lion, bear, big,
small, chair, bed,
cub, come, corn, cob, car, cab.
6. Now we are going to read a book. There are a
lot of different animals in this book. There is a white cat, a brown
bear, a red fox, and many
other animals. Let's find out where these animals go
"when the lights go down on the city streets" by reading Where
Does the Brown Bear
Go? Read Where Does the Brown Bear
Go? by Nikki Weiss aloud to the class. Have the students beat their
drums whenever they hear /b/.
Then have them draw a picture of a bear and write
about their bear using inventive spelling.
7.
For an assessment give the student the picture page and have them
circle the words that have the /b/ sound in them.
Grose, Claudia; Hupert, Naomi; Garro, Luisa Costa;
Romero,
Olga. Bank Street's Guide to Literacy.
<http://www.bnkst.edu/literacyguide/main.html>.
Weiss, Nikki. Where
Does the Brown Bear Go? Greenwillow, 1989.