Bouncing with b
Emergent Literacy Design
Rational: It is important for
children to be able to
recognize phonemes in the spoken language so they are able to become
booming
readers. In this lesson students
will learn to recognize the /b/ sound in spoken words by
learning a meaningful representation (dribbling a basketball) and the
letter
symbol. By writing practice, tongue
twisters, and independent work, students should improve enormously when
recognizing the /b/ sound.
Materials:
Primary
Paper for
each child
Pencil
for each
child
Sentence
Strip
with "Billy Bob bent backwards to bounce his ball" written on it
Sentence
Strip
with upper case and lower case o written on it
Word
list with
the /b/ sound and without: ball, cab, basket, about, Ben, best, bubble,
bed,
hat, grass, pot, dog
Book:
If You
Give a Pig a Pancake by Laura Numeroff
Chalk
and
chalkboard
Worksheet
Procedures:
1.
"Good
morning everyone. Today we will be
learning about the letter B. Each letter
in the alphabet has its own mouth movement and today we are going to
learn what
movement our mouth makes when we hear the B sound in words. Lets all say our ABCs together and when we
come
across the letter b raise
your hand but continue saying the alphabet. Good
now this time when we say our ABCs raise
your hand and stop saying the alphabet."
2.
"Everyone
stand up right where you are and keep your feet planted when you get up. Pretend you have a basketball in your
hand. Now push the ball to the floor and
say /b/, /b/, /b/, /b/ each time you dribble it. When
we say /b/, we press our lips together
tightly then open our mouths and push out air."
3.
"Let's
try our tongue twister: "Billy Bob bent backwards to bounce his ball". Good, now try to say it in a whisper voice to
yourself three times in a row. This time
I want us all to say it together and stretch out the /b/ sound each
time you
hear it. ' BBBBBilly BBBBob bbbbent bbbbackwards to bbbbounce his
bbbball.' Great job!
This time lets break it off the word. '/b/ illy /b/ ob /b/ ent
/b/
ackwards to /b/ ounce his /b/ all.'"
4.
Pass out
primary paper and pencil to students. "We
can use the letter b to write /b/. To
write an upper case B we start at the rooftop, draw a straight line to
the
sidewalk the pick up your pencil and start back at the rooftop make
half a
circle to the fence then another half circle to the sidewalk. Now I want to see you make an uppercase
B. After I have seen your B, write 9
more of those. Now, to write a lower
case b we start off the same way. Draw a
straight line to the sidewalk the pick up your pencil and start back at
the
fence and draw half of a circle down to the sidewalk.
After I have seen your lowercase b draw 9
more of those."
5. Get out your word list, hold each card up and
say the word on it. Example: "cab, do you hear the basketball sound in
cab? If you do dribble your pretend basketball." Continue
with all the words on the word list.
6.
Ask the
children to raise their hand if they can think of a word with the /b/
sound in
it. If you have plenty of time have the
children right their word on the board, but if you do not write it
yourself.
7. "In this book we see what will happen if
you give a pig a pancake. When the pig gets a pancake he wants some
syrup, then
when gets syrup, he wants a bath. Lets
read
more to find out what all the pig wants.
Each time you hear the /b/ sound in this story dribble your
pretend
basketball.
8.
Assessment: In order to assess the
students learning of the letter B they will write the uppercase and
lower case
form of B on a piece of primary paper.
To assess their learning of the phoneme /b/ I will pass out a
worksheet
that has different pictures on it and have them color the pictures that
have
the /b/ sound.
References:
Lesson Design: "Silly Sarah the Slimy
Snake" by Cassie Cherof
http://www.auburn.edu/academic/education/reading_genie/sightings/cherofel.html