Bouncing the
Basketball with B
Emergent
Literacy Design
Rationale.
This lesson will help children identify /b/, the phoneme represented by
B. Students will learn to recognize /b/
in spoken words by learning a meaningful representation (bounce the
ball) and
the letter symbol B in phonetic cue
reading by distinguishing rhyming words from beginning letters.
Materials. Primary paper and pencil; chart
with "Bill
and Betty baked brown bread for Barbara's baby"; drawing paper and
crayons; Bubble Bear by
Scholastic Press (February 2001); cards with BAD, BALL, BAG, TOY, BUN,
and
RAKE; worksheet to assess identification of pictures with /b/ (look
below for
URL).
Procedures:
1.
Say: The language that we write is a secret code. The part that is
tricky is
learning what letters stand for—the mouth moves we make as we say
words.
Today we are going to work on watching
the mouth move /b/. We spell /b/ with letter B. B looks
two balls on a stick, and /b/ sounds like the sound when
we bounce a ball.
2.
Now, let’s pretend to bounce the ball, /b/, /b/, /b/. [pretend to
bounce a
ball] Notice how your lips start out together, then they open and a
puff of air
comes out and you voice box is on.
3.
Let me show you how to find /b/ in the word cub. I’m going to say it in
slow
motion and listen for the ball bouncing. Cc-u-u-ub. Slower:
Cc-u-u-u-bb. Did
you hear it? I heard the ball bounce.
4.
Now let’s try a tongue twister [use the chart]. "Bill and Betty baked
brown bread for Barbara's baby." Let’s all say it together two times.
The
third time we will stretch the /b/. "Bbbill and bbetty bbbaked bbbrown
bbbread for Bbbarbara’s bbbabby." This last time break the /b/ off the
word: "/b/ ill and /b/ etty /b/ aked /b/ rown /b/ read for /b/ arbara’s
/b/ aby.
5.
[Students should get their primary paper and pencil
out]. We use the letter B to spell
/b/. Capital B looks like two balls on a stick. Let’s write the
lowercase letter b. Start at the roof
top, go down, b-bbounce up and around. I want you to make a total of
10.
6.
Call on the students to tell you how they know the answer: Do you hear
/b/ in
brake or maze? Rat or band? Bob or Rob? Sun or dab? Say: Let’s see if
you can
spot the mouth move /b/ in some words. Bounce the ball if you hear /b/: The,
big, buff, bear, chased, the, bold, tigers.
7.
Say: "Let’s read a book about a Bear’s bubbles. Bear loves to blow
bubbles. But when Badger tries to spoil Bear’s fun, he blows a bubble
you won’t
believe!" Have the children draw the bear blowing a bubble. And let
them
display their work.
8.
Show BAD and model how to decide if it is bad
or sad: The B tells me to bounce the
ball, /b/ so this word is bbb-ad, bad. You try some:
BALL: ball
or mall? BAG: bag or rag? TOY: boy or toy?
BUN: bun or run? RAKE: rake or bake?
9.
For assessment, give the worksheet to the students. Students are to
draw a line
from each of the butterflies to a picture that begins with the sound of
the
letter.
Reference to a
source that
can tell us more.
Book: Bubble
Bear:Letter B Scholastic Press,
2001, 16pp.
Internet
site: assessment
worksheet
http://www.kidzone.ws/kindergarten/b-begins1.htm
Bruce Murray, Brush
Your
Teeth with F.
http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html