Bouncing B's
Emergent Literacy
Rationale: One of the greatest indicators of a successful reader is phoneme awareness which is the ability to recognize the movements made by the mouth or vocal gestures in spoken words. In this lesson students will lean the /b/ phoneme. Students will also be able to recognize the letter /b/ in spoken words and written words as well.
Materials:
Basketballs to
pass to each group of students
Primary paper
Pencils
Crayons
Book: Brown Bear Brown
Bear What Do You Se. by Bill Martin Jr., Harcourt School, 1993.
Picture Page
with the following: bear, cat, bucket, tree,
mouse, bee, bat, sunshine, book, pen.
Different
items that start with a /b/- ball, baby doll,
book, basket
Chart with
tongue twister- Brown basketballs bounce best.
Scratch Paper
Stickers
Procedure:
1.Let
students know that writing
is a secret code. In the code that we use each letter represents a
different
sound. The tricky part to our code is learning what each letter stands
for.
Look and these pictures on this page. "When I point to each object I
want
you to tell me what the picture is". "You all did a good job." "Now
lets look at these pictures and see if we can find something they have
in
common." "Does anyone want to take a guess?" "Great job."
"They all start with the /b/
sound and today we are going to finding this sound in written words and
in
spoken words."
2."Who
in
here has ever bounced a ball before?" "When we bounce a ball it kind
of sounds like b-b-b-b-b‰¥Ïright?" "I am going to pass a
basketball out
to each of your groups and when you bounce it on the
ground I want you to say
b-b-b-b each time it hits the ground." "You all did such a good job
with that. Lets roll our balls to
the front of the room." "How does
your mouth feel when you say b-b-b-b?" "What kind of movement do your
lips make when you say this
sound?" "Right, our lips push together
and let out a puff of air." "Lets say the word book together but lets
dribble our /b/ sound like this
b-b-b-book, I also want you to bounce your hand like
you are bouncing the
basketball." "Now you try it."
3."Lets take a look at this
chart." "I have a tongue twister I want us to practice saying." "I
am going to say it for you and then when I finish I want you to
join in with me
and say it three more times." Brown basketballs bounce best. "Now
your turn." Repeat three more times with the rest of the class. "You
guys are awesome". "Now lets say it again but lets
dribble our /b/
sound." Bbbbbrown bbbbbasketbbbbballs bbbbbounce bbbbbest. "Great,
now lets separate our /b/ sound from the rest
of the word." /B/ rown /b/ asket /b/ alls /b/ ounce /b/ est.
4."We have now learned what
the letter /b/ sounds like but lets
try to write it." "Take out your primary paper and pencils."
Show the students how to
write the uppercase letter B. "When we
write our uppercase be we take our pencil and
start and the rooftop and draw a straight line down to the
sidewalk." "Then,
take your pencils and draw a hump for the chest and then a hump below
that for
the big belly." "Now to make our lowercase be we are
going to start
at the rooftop again." "Draw a straight line down to the sidewalk and
this time we just need to make a hump for the big belly." "Now that
you know how to write your uppercase and lower case b's I want you to write each five more times and when you
have
finished I will come around a put a sticker on your
paper."
5."Now I want you to listen
very carefully to some words that I am going to say." "When I say a
word that you hear the /b/ sound I
want you to bounce your hand like
you are bouncing a basketball. Watch me
first." Demonstrate saying a word with the /b/ sound
and bounce your hand like a basket ball. "Do you
hear
the /b/ sound it rat or bat?" "What
about cab or tab?" Do a few other words with the class butterfly, bug,
baby, ball. "Listen to this sentence
closely when I say a word that you
hear the /b/ I want you to snap your
fingers." Bradley busted Ben's balloon on the basket.
6.Read the book Brown Bear Brown Bear What Do You See.
Discuss the story with the class and reread it again, but this time
each times
the students hear a word that has a /b/
sound have them clap their hands. After you have re read the story have
the
students write about something else they would like the
brown bear to see.
Have students use inventive spelling during
the writing activity.
7. To assess the students give
students a worksheet with different pictures. For each picture that has
a /b/ sound have students circle the picture
with their
crayons and write an uppercase B
and a lowercase b above the picture.
References:
Jackson, Maria. Bouncing Basketballs B's
http://www.auburn.edu/academic/education/reading_genie/connect/jacksonel.html
Self, Jamie. B-b-bouncing ball
http://www.auburn.edu/academic/education/reading_genie/constr/selfel.html
Smith, Julie. B B BEE!!
http://www.auburn.edu/academic/education/reading_genie/navig/smithjel.html