Let's Bounce with B's!

By: Allison Bragg

Emergent Literacy

 

Rationale: This lesson will help students in identifying the phoneme /b/, which is represented by the graphemes b and B.  This is important for students to learn because before students can recognize letters in words, they need to be able to recognize the phonemes that the individual letters make.  The students will learn a meaningful connection to /b/ to help them remember that sound.  They will practice the sound by pairing it with a movement.  Students will also practice writing b and B.  In addition, students will practice the sound by completing different activities that require them to pick out the /b/ in spoken and written words 

 

Materials:

Basketball

Brown Bear Brown Bear What Do You See? By Eric Carle.  Henry Holt and Company (1996).

� poster with the letter b and a picture of a basketball

� poster with the tongue tickler: The boys bounced their basketballs. 

Lined paper and pencils

A list of the following words to be called out to students: bake, beam, sand, bark, clan, and bait

Note cards with one of the following words on each:

band, book, blue, beep, back

Assessment sheets (linked below)

 

Procedures:

1. Today class, we are going to learn about the letter /b/.  You will learn that big B and little b make the same sound, which is "buh."  We will learn how to make that sound, write B and b, and practice deciding which words have /b/ in them.

 

2.  Let's practice making the /b/ sound.  When you make the sound /b/, close your lips, then open your lips making the "buh" sound.  Let's try that as a class, "buh."  Great job class.  Now when you make the /b/ sound, make the motion like you are bouncing a basketball.  Everytime you say /b/, push your hand down like you are pushing the ball down to the ground.  Let's try that as a class "buh" (make sure everyone is doing the motion).

3.  Great job making that /b/ sound with the basketball motion.  Now class I am going to help you find that /b/ in the word bake.  Listen and watch my mouth for the /b/: buh-aaaake.  Did you hear the /b/?  Try it with me: buh-aaaake.  It's right at the beginning, great job!

 

4.  Now, I am going to read the book Brown Bear Brown Bear What Do You See? by Eric Carle.  Listen closely for the /b/ sound!

 

5.  Now class, I am going to tell you a tongue tickler that will help you remember what sound /b/ makes.  I'll say it first and then you will repeat it after me: The boys bounced a basketball.  Great job.  Did you hear the /b/ in boys, bounced, and basketball?  Now, let's stretch out the /b/ sound when we say the sentence: The /bbbbb/oys /bbbb/ounced their /bbbb/asket/bbbb/alls.  Great job!  Finally, let's break off the /b/ in each of those words: /b/-oys, /b/-ounced, /b/-basket, /b/-alls.

 

6.  Now let's take out our lined paper and pencils to practice writing a lowercase b.  Start at the rooftop and draw a straight line past the sidewalk and all the way down to the fence.  Then bounce off of the fence, go back up to the sidewalk, and curve it back down to the fence and connect it to your straight line.  Now you try, bounce down, bounce up and around.  Very good! After I look at everyone's, I want you to draw five more and say "bounce down, bounce up and around as you write the b."

 

7.  Now I am going to call out a list of words and if you hear the /b/ in a word, I want you to bounce your basketball: bake, beam, sand, bark, clan, and bait.  Good job!  I saw basketballs being bounced on bake, beam, bark, and bait!

 

8.  Ok class, y'all are doing such a great job with learning /b/.  Now I am going to show you how to decide if a word has /b/ in it or not.  Look at this word (hold up card with band), I wonder if this says band or hand.  Let me slowly sound it out: b-and.  I heard the /b/, so it must be band!  Now I want you to try these words.  Hold up book and say "Is this book or took?"; hold up blue and say "Is this blue or glue?"; hold up beep and say "Is this beep or jeep?"; hold up back and say "Is this back or sack?"

 

9.  Everyone did such a good job with /b/.  Now I would like each of you to complete this activity sheet. 

 

References: 

Lipham, Haley: http://www.auburn.edu/academic/education/reading_genie/sightings/liphamel.html

http://www.auburn.edu/academic/education/reading_genie/letters.html

http://bogglesworldesl.com/initial_sounds.htm

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