order for all children to become
successful readers and spellers, they must first learn that each letter
for a phoneme and the phonemes help to create a map for the spoken
words. Before they learn what each letter
phoneme matches, they must recognize the phoneme in spoken words. This
is meant to help students recognize /b/ in spoken and written words. Once they have recognized /b/ in spoken
words, the children will learn how to represent the phoneme using a
then practice their new skills.
paper and pencils
B letter cards
Book- Who’s Bugging you?
“The bad bug went buzzing around the bay bothering boats.”
with the following pictures: bug dig, bag
dad, boat car, vacuum broom
- I will introduce the lesson by telling
the children that the alphabet is made up of letters, and each letter
stands for a particular sound. The way our
mouth moves is a way of figuring out what each letter sounds like as we
speak. Today we will try to find the sound
/b/ in our spoken words, and then I will show you how to write it, and
find it in other words.
- I will ask the students: Have you ever
been so scared or surprised that you thought your heart was going to
beat out of your chest? Well I have and when it beats that loudly, it
sounds like this /b/ /b/ /b/ /b/ (make the hand gesture of a beating
heart). That’s the mouth move we’re going
to look for in words. Lets all practice
our beating heart together /b/ /b/ /b/ /b/.
- (Display chart) Now we are going to
see if we spot the /b/ in the sentence on our chart. “The bad bug went
buzzing around the bay bothering boats.” Lets say it twice together. This time we’re going to stretch out the /b/
when we hear it at the beginning of the word: “The bbbad bbbug went
bbbuzzing around the bbbay bbbothering bbboats.” Great job! Lets try it
again this time we’ll break off the /b/ in each word we hear: “The
/b/ad /b/ug went /b/uzzing around the /b/ay /b/othering /b/oats.”
- We can use the sound /b/ to write the
letter b. Get out your
primary paper and I’ll show you how to write it and then you practice. Start at the rooftop, drop down to the
sidewalk, then bounce back up to the fence and around.
Lets all practice writing a line of b just
like that. When you see the letter b by itself in a word, that’s the clue to say /b/.
- I’m going to show you how to find /b/
in a word like ability. I’m going to
stretch it out and listen for the beating heart: aaabbbbbility. Did you
hear it? Aaaabbbbiiillity.
- Next I will call on students to tell
which word they hear the /b/ in and how they knew: Do you hear /b/ in
brown or tan? Bake or cake? Baby or child? Able or apple? Thimble or
- Do a short book talk of Who’s
Bugging You? "Once you begin reading the book, you’ll have to use
the clues from the book to find out which bug is doing the
bugging. Now lets read this great book and figure out who's
bugging who!" Show your /b/ gesture when
you hear the /b/ in the words I am reading. After
reading, pass out the primary paper and have the children write and
illustrate their choice of bug bugging something.
- Pass out the assessment worksheet
which contains pictures of b words and have them circle the picture
that contains the /b/.
Isabel L., Making Sense of Phonics The How’s and Whys, The Guilford Press,
2006 pp 33-42
Ginny. Hungry Hungry Harry http://www.auburn.edu/academic/education/reading_genie/explor/bellel.html
Murray, The Reading Genie: http://www.auburn.edu/academic/education/reading_genie/letters.html
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