Bouncing with b

 

Hannah Pipkin

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

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