The
B Beat
Emergent Literacy
Rationale:
The
ability to name and recognize letters and their respective phonemes
greatly contribute to a child’s reading success. In
this lesson, the students will learn to
recognize the letter b in print and the phoneme /b/ in spoken
words. The students will listen for the
phoneme in spoken words (story and comparative words) and practice
writing the
letter b.
Materials:
Poster with tongue twister
written on it:
Bill and Betty baked brown bread for Barbara’s baby.
Primary
paper
Pencils
Bag of surprise objects,
including baseball,
hat, book, jacket, pillow, blanket, bear
The
Butter
Picture worksheet for assessment
with
pictures of butter, bread, flowers, bed, fish, baby
Procedures:
1.
We will begin with a review of the
previous letter taught (a). Ask,
“Can anyone tell me what letter we have
already learned? Good, and what sound
does a make?”
2.
Write the letter b on the board. “Can
anyone
tell me what letter this is? It’s the
letter b!”
3. “B
makes a sound that says /b/. It kind of
sounds like a heart beat. See! (make /b/
sound while placing one hand over heart to mimic heartbeat). Let’s try the /b/ sound together.
We hear the /b/ in ball (stretch out sound as
say it).
Let’s all say ball and really
stretch out the /b/ sound and practice our heart beats to help us
remember.”
4.
“Now let’s try to listen for /b/ in some
words. Listen to me first.
When I say bad and naughty, do
I
hear the /b/ sound in bbbbad or naughty?
I hear it in bad because I
could really stretch out the /b/! I will
say two words and you tell me which word has the /b/ sound in it okay? In bat
or glove? Cook
or bake? Breakfast
or lunch? Adam
or Brittany? Good job!”
5.
“Now we’re going to practice our /b/
sound using a tongue twister. (Read from
poster) Bill and Betty baked brown bread for Barbara's baby. Now let’s read it together.
(read again).
Now this time when we read it, we’re going to really stretch out
the /b/
and practice our heart beat each time we say /b/. Listen
and watch me first, okay? Bbbbbill and
Bbbbbetty bbbbbaked bbbbbrown
bbbbbread for Bbbbbarbara's bbbbbaby.
Okay great, let’s try that together” (repeat the same way).
6.
Ask students to get out their primary
paper and a pencil. “We use the letter b
to spell /b/. Watch me as I write this first. To make the capital
letter B: Go straight down to the sidewalk;
around for his big chest, and around for his big tummy.
Let’s all try it together. Go
straight down to the sidewalk; around for
his big chest, and around for his big tummy.
Now, hold your paper in the air once you are finished for me to
see, and
once I have looked at it, I want you to make five more uppercase B’s.” (Next show how to make
lowercase b) “Now we’re
going to learn little b.
Watch me first again. Start at
the roof, go down, b-bbounce up and around. Now let’s all try it. Start at the roof, go down, b-bbounce up and
around. Quietly raise your paper in the air once you are done so
I can
look at it. Once I have seen your paper,
practice writing it the same way five more times. Now
you know that when you hear /b/ in words,
you write the letter b. And
when you see the letter b, you know that it makes the
/b/ sound!”
7.
“Now we are going to look at some
surprise objects. I want you to raise
your hand if you know what the object is.
When I call on you, you tell me the object’s name and whether or
not the
/b/ sound is in its name, okay? I’ll
show you first (pull out book). Okay I
know this is a book. Book.
Bbbbook. Book
does have the /b/ sound in it.” (Pull
objects from bag: baseball, hat, book, jacket, pillow, blanket, bear)
8.
“Now we are going to read a book called The Butter Battle
Book. This story is about the Yooks and
Zooks who
just can’t seem to get along. You see,
the Yooks live on one side of a great wall and they eat their bread
with the
butter side up. The Zooks, who live on
the other side, eat their bread with the butter side down.
Will the Yooks and Zooks ever solve this
problem? As we are reading, I want you
to practice your heartbeat motion every time you hear the /b/ sound. So when I read The Butter Battle
Book, I am going to do my motion for butter, battle, and book.” Read
The
Butter Battle Book by Dr. Seuss, and students will do hand motions.
9.
Finally, for assessment, give each
student a worksheet with images on it.
The students will color the images that start with the /b/ sound
and
cross out the ones that do not. (butter,
bread, flowers, bed, fish, baby).
Reference:
Dr
Seuss. The Butter
Dickson,
Sue. Spell, Read, and Write. How to Print Letters (handout).
Keith,
Cassie. “Hello, H!” http://www.auburn.edu/academic/education/reading_genie/begin/keithel.html
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