Blowing Bubbles with b
Amy Harris
Emergent Literacy


Rationale:

This lesson is for students to get an understanding of how to say the phoneme /b/ which is represented by B.  This lesson will help students improve their ability to recognize the letter b when they see it in their reading.  Students often confuse the letter b and the letter d, so this way students will have a method to remember the letter b and the sound that it makes.  The lesson will give them a way to remember the sound by giving them the hand motion of blowing bubbles and reminding them that the motion that you make blowing bubbles is the same that you make when you are making the sound of the letter b.  The lesson will include fun activities with bubbles and a children's literature book that is fun and reiterates the sound of the letter b.  Students will practice finding /b/ in words and learn to associate the representation of blowing bubbles with the letter B.  The students will also practice writing the uppercase and lowercase letter B.

Materials:

King Bidgood's in the Bathtub by Audrey Wood
bubble blowing wand
water
primary paper
pencils
What Begins with B? Worksheet. Kid Zone

Procedures:

1. Say: “We have all been learning our alphabet for a long time.  Sometimes it can get tricky remembering which sound goes along with which letter.  Our mouth moves a certain way when we say each letter.  Today we are going to be working on the letter B (draw letter B on the board).  Does anyone know what sound the letter B makes?  We make the sound /b/ when we see the letter B.  Just like the letter B looks like two bubbles, we will be blowing bubbles with B when we make the sound /b/. “The teacher will act like she is holding up a bubble blowing wand and say /b/ like she is blowing a bubble.  “The letter B looks like two bubbles and we make the same sound when we blow bubbles as when we say /b/.”

2. Let's pretend we are blowing bubbles.  Notice that you are closing your lips together and blowing air out, just like you do when you are blowing a bubble.  Let's all practice that together (get the class to practice blowing bubbles with /b/ about four times and hold up hand like you are holding a bubble wand. 

3. Let me show you how to find /b/ in the word scrub.  I'm going to stretch out scrub in slow motion and watch for when I blow the bubble.  Ssss-ccc-rrr-uuu-bbbb.  It was at the end!  My lips came together and blew air out just like I was blowing a bubble.  I blow the bubble at the end of the word scrub.

4. “Let's say a tongue twister together about bubbles.  Billy blew bubbles in the bathtub.  Let’s all saw it together and hold up our bubble wands when we say /b/ in each of the words. " Bbbilly bbbblew bbbbbubbbles in the bbbbbathtubbb."  Let’s say all of the words again and break off the sound /b/ in the words: /b/ illy /b/lew /b/ u/b//b/les in the /b/athtu/b/. “

5. Draw the lines of the primary paper on the dry erase board.  Show the students how to draw the uppercase letter B and then the lowercase letter b.  "Watch how I make the bubble wand and then I draw two bubbles on top of each other for the uppercase B.  To make the lowercase b I draw the wand and then one bubble at the bottom.  Pass out the primary paper to the students and tell them, "Now I want to see all of you draw the uppercase B and the lowercase b together. Start by drawing a straight line at the rooftop and draw a straight line down to the sidewalk.  Then, go back up on the same line to the sidewalk and draw one bubble and then another bubble beneath that one.  You will stop once you get back to the line that you draw first.  Then, for the lowercase b I want you to draw a line from the rooftop and then down to the sidewalk.  Go back up that line a little less than halfway and draw a bubble that curves around to the line you just made.  I will walk around as you draw five uppercase B's and 5 lowercase b's. 

7.  "When I call out words with B in them I want you to blow a bubble as you say the letter."  I will call out the words: dance, cab, bug, door, bath, tug, book, ring, best (see if students are hearing the sound /b/ in the words, and making the /b/ sound at the right time).

8.   Go to the reading corner to read the book King Bidgood's in the Bathtub by Audrey Wood. "What is one place that you see lots of bubbles?  That's right, in the bathtub!  How many of ya'll love to take baths?  How many of ya'll hate to take a bath?  Today we are going to read this book about King Bidgood in the bathtub.  King Bidgood loves to take baths but the problem is no one can get him out!  Let’s see if they are ever able to talk him into getting out!  While we read, let's listen for words that we blow bubbles with b.  After each page we will talk about some of the words that we heard and write them up on the board. "Talk about the book afterwards and how King Bidgood would not get out of the bathtub.  Talk about how many bubbles you heard with all of the /b/ sounds that you heard in words. 

9. Write the word BEN and show how to decide if it is ben or den:  I can see the letter B, which tells me that I am going to blow bubbles when I say it.  You can try some now: BALL: ball or callBEND: bend or send? BAT: bat or sat?  BAKE: bake or cake?  Teacher will call students and get them to answer which word they hear the sound /b/.

Assessment:

10. To assess what the students learned the teacher will give out a worksheet with various pictures on them.  Students will color the pictures that start with B and fill in the letter b in the words beneath the picture.  If time permits, let students draw a picture of King Bidgood and draw bubbles with a few of the words that they heard in the book with the sound /b/. 


Reference:
Simpson, Cassie. "The B Beat."  http://www.auburn.edu/academic/education/reading_genie/odysseys/simpsonel.html

Kid Zone Worksheet. "What Begins With B?" http://www.kidzone.ws/kindergarten/b-begins2.html

Wood, Audrey.  King Bidgood's in the Bathtub. Scholastic Inc. 1985.

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