Blowing Bubbles with B

By: Ashley Cooke

Emergent Reader




Rationale: This lesson will help children practice identify the phoneme /b/, represented by the letter B. Students will learn to recognize /b/ in spoken words by learning a meaningful representation, (blowing bubbles in your milk) and the letter symbol B, practice finding /b/ in words, and apply phoneme awareness with/b/ in phonetic cue reading distinguished rhyming words from beginning letters.


Materials: Primary paper and pencil, chart with ćBob bakes blueberry bagels bestä; word cards with BOB, BELL,BAKE, BOX, and BIKE, assessment worksheet identifying pictures with /b/, (URL at the bottom).


Procedures: 1.  Say: The English language is a tricky language to learn. It is hard to learn how to say these letters and what these letters stand for. The mouth moves different ways with each new letter we say. Today we are going to work on saying the letter ćbä and moving our mouth as we say the letter. We spell /b/ with the letter B. B looks like a bubble and sounds like youāre blowing bubbles in your milk.

2. Letās pretend to blow bubbles in our milk, /b/, /b/,  /b/, (model blowing bubbles in your milk). Notice where our lips are when we say /b/? When you say /b/ your lips press together.

3. Let me show you how to find the letter B in the word box. Iām going to stretch the word box out in slow motion and I want you to look for my lips blowing bubbles; bb-oo-x. Now Iām going to stretch it out even slower; bbb-ooo-x. There it was! I felt my lips pressing together in the beginning of the word box! Now letās try something a little harder. I want you to listen for the sound /b/ in the middle of these words: rabbit·/r//a//b//b//i//t/. Did you see my lips press together to blow bubbles? Now look for it in this word: rabbit·/r//a//b//b//i//t/.

4. Letās try a tongue twister (on chart). ćBob bakes blueberry bagels bestä. Letās say it three times together. Now this time say it again but this time say the letter B three times at the beginning of each word;ä Bbbob bbbakes bbblueberry bbbagels bbbest.ä Now say it again and this time break the /b/ sound off the word; /b/ ob /b/ akes /b/ lueberry /b/ agels /b/ est.

5. (Have students take out the primary paper and a pencil).  We use letter B to spell /b/. Capital b looks like two bubbles on top of each other. Letās write the lower case letter b. Start at the rooftop and drag your pencil all the way down to the sidewalk. Go back up to the fence and make a loop around back down to the sidewalk.  I want to see everyoneās b and after I put a smile on it make 7 more just like them!

6. Call on students to answer how they knew: Did you hear /b/ in bake or lake? Box or fox? Ball or fall? Cab or mad? Letās see if you can spot the mouth movement /b/. Blow bubbles in your milk if you hear it in these words; bob, cake, ball, build, rabbit, bubble, light, frog, bake, and book.

7. Say: ćLetās look at a book called Brown Bear, Brown Bear, What do you see? This book is written by Eric Carle and he tells us about a brown bear that sees a bunch of different animals that are different colors that begin with the letter b. Can anyone guess what colors are in this book that begins with the letter b?ä  Read the title page, drawing out /b/. Look at the other pages in the book with /b/ on it, having the children look at these spellings and looking at what the letter b looks like. Have the children see if they can think of other words that begin the letter b. Then ask them to pick a character from the book whose name begins with the letter b. Have them write out the name and draw their animal.

8. Show BOX and model how to decide if it is box or fox: The B tells me to blow bubbles, /b/, so it is bbb-ox, box. Now itās your turn: BAG: bag or rag? BIKE: bike or like? BAKE: bake or cake? BELL: bell or fell?

9. For assessment give each student a worksheet. Students are to complete the partial

spellings and color the pictures that begin with F. Call students individually to read

the phonetic cue words from step #8.

Assessment website:

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