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.
Basketballs to pass to each group of students
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.
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.
Jackson, Maria. Bouncing Basketballs B's
Self, Jamie. B-b-bouncing ball
Smith, Julie. B B BEE!!
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