Rationale- The objective of this lesson is to have the students capable of identifying the letter Bb in spoken and written language. But first, they must be able to recognize the letter Bb, before being able to connect them with the phoneme. By having meaningful representation, a boy bouncing a ball and letter symbols available, the students will be able to accomplish the goal.
Handouts of cartoon picture of a boy bouncing a ball, letter Bb written on primary paper or markers for writing Bb on board, primary paper, pencil, Zaner-Bloser directions for printing letters, glue, tape, crayons, print out of tongue twister (Betty’s book was believed to be by the brownies.), Book “I Like Bugs- The Sound of B” list of previous student’s names (Bert, Britney, Blakely, Scott, Bailey, Bret, Megan, Ben, Katie), and popsicle sticks.
1. Pass out the handout with the boy bouncing a ball. Ask the students: “What is the child doing” (bouncing)? “That is right bouncing. Bouncing starts with the letter B and it makes the /b/ sound.” The teacher will hold her hand out in front like she is bouncing a ball by motioning her hand up and down. The teacher will model the /b/ sound, with hand motions, and then have the students repeat the sound also with hand motions.
2. The teacher will say, “notice how your ‘lips start out together, then they open and a puff of air comes out,”’ and then the teacher will demonstrate. Have the students practice this mouth movement. Teacher asks the student to say a tongue twister: “Betty’s book was believed to be by the brownies”. After they say it once, do it again, but this time exaggerate the /b/ sound in each word that corresponds. “B-b-b-b-b-betty’s b-b-b-b-book was b-b-b-b-believed to b-b-b-b-be b-b-b-b-b-by the b-b-b-b-b-brownies”. “Great Job!” Ask the students to make up their own tongue twister and share it with the class; reiterate the importance of the /b/ sound. Have the student repeat a few of the tongue twisters while exaggerating the /b/ sound.
3. By calling on one student at a time, have each student answer the following questions. “Do you hear the /b/ sound in black or stack?” In bag or that? In shoe or boot? In boy or girl? In bake or make? The teacher is going to say some names of her previous students if the names have the /b/ sound, then students will move their hand like they were bouncing a ball. If the names do not have the /b/ sound, the students will make a motion like they dropped their ball. Bert, Britney, Blakely, Scott (dropped ball), Bailey, Brett, Megan (dropped ball), Ben, Katie (dropped ball).
4.“It is time to write the letter Bb.” Have students take out primary paper and pencil. The letters “B” and “b” are used to make the /b/ sound. To make the capital/large “B”, start at the rooftop and come down to the sidewalk. Then move back up to the rooftop and go around for his big chest, and around for his big tummy. Model this a few times for the students. For the lowercase/small “b”, start at the roof; go down, b-b-bounce up to the fence and around back to the sidewalk. Model this, also. Have the students practice “B/b” one time and raise their hand when complete. This gives the teacher the opportunity to do an informal assessment of the children’s comprehension thus far. After work has been checked, have the students practice an entire row of “B/b’s”.
5. While students are writing their B’s, teacher needs to place these words on the board in (bake, sit, bright, look, and bent). Have the children identify (orally) if these words are bake or take, sit or bit, bright or might, look or book, and bent or sent. This is also another informal assessment.
6. “We are going to make something (aid) that will help you always remember that Bb says /b/.” Have the students take their handout of the boy bouncing a ball and color this picture. Then cut him out. The teacher will hand out Popsicle sticks to each student. The students can either glue or tape the cut out to the Popsicle stick.
7. After the construction of the aid, the teacher will read “I Like Bugs: The Sound of B.” During the book, the students will listen to the words carefully and every time a word with the /b/ sound is made they have to make their aids bounce their ball. If there is no /b/ sounds, their aids should be still.
The students will be assessed informally throughout the lesson as noted in the previous section. These assessments include constructing new tongue twister (with emphasis on /b/), identifying phonemes in spoken words, correctly writing capital/lower case B/b’s, and successfully completing phonetic cueing applications. The final assessment will be during the book, they will have to point out the words and make the b=/b/ sound. They will identify the words that the teacher wrote on the board orally when the teacher asks if the word if one word or another.
Cartoon boy bouncing a ball- http://www.istockphoto.com/file_thumbview_approve/1129818/2/istockphoto_1129818_cartoon_boy_basketball_vector.jpg
Basic Components of a Phoneme Awareness Lesson: http://www.auburn.edu/academic/education/reading_genie/componentsPA.html
Zaner-Bloser directions for printing letters: http://www.auburn.edu/academic/education/reading_genie/letters.html
Mouth Moves and Gestures for Phonemes: http://www.auburn.edu/academic/education/reading_genie/mouthmoves.html
Bouncing Around with B- Bridgett Wilson Reading Genie
“I Like Bugs- The Sound of B” Alice K.
World (Oct. 1999)
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