Bursting Bubbles to Make the Blue Blob


Emergent Literacy Design


Cindy Garrett



 The goal of this lesson is designed to help students recognize /b/, the phoneme represented by b. By learning the hand motion (bursting bubbles) to go with the /b/ phoneme, students will also learn to recognize the phoneme as they hear the /b/ in spoken words to help them recognize the letter symbol b. The students will say a tongue twister using the /b/ phoneme to help them think about the position of the mouth, while saying the sound. Lastly, students will learn to identify the grapheme b in written words by practicing to find the b in given words and pictures.


Primary paper and pencil

The Big Blue Blob book (Harcourt Brace & Company)

Words cards: will or big, blue or car, blob, or hill slip or bat, bar or flat or back

Poster board with Tongue Twister "The Big Blue Blob burst blue bubbles."

Coloring supplies

Drawing paper

Poster with Upper case B and  lowercase b.

Assessment worksheet


  1. Say to students that, our written language is made up of different letters and sounds. Then tell the students that today we are going to practice recognizing the movement of our mouth as we say words and say the phoneme /b/. This will help us to spell words using the b. The letter b sounds like we are bursting bubbles to make the Blue Blob.

  2.  Let's pretend like we are bursting bubbles to make the Blue Blob. We are going to close our four fingers with the tip of our thumb and open them fast while saying /b/ /b/ /b/ /b/.(Model your hands bursting bubbles) Good job! Did you feel the way your lips touched each other when we made the /b/ sound. Say it again /b/ /b/ /b/ /b/. Very goodNow I will show you how to find /b/ in the word big. I will try and stretch it out slowly so you can listen for bubbles bursting. B-b-i-i-g-g. Now I will do it slower. B-b-b-b-i-i-g-g. I heard it! Feel the way your lips touch and release air when you say /b/. I burst my bubble as I heard the /b/ in the first letter of big.

  3.  Next, we are going to try our Tongue Twister on our poster board. "The Big Blue Blob burst blue bubbles." I will say it first, and then I want you to say it. Then I want you to say it again and every time you hear the /b/ burst your bubble. The /B/ig /B/lue /B/lob /b/urst /b/lue /b/ubbles. Let's count to see how many bubbles you burst. There should have been 6 bubbles burst in our Tongue Twister. Good job!

  4. Have students take out primary paper and pencil). We use the letter B to spell /b/. The capital B looks like your mother's lips getting ready to kiss you goodnight. Let's try and practice writing the lower case b. First you start at the roof top, go down, bounce up and around, and stop at the sidewalk. I will check everyone's work and after I give you a smiley face, I would like for you make ten more.

  5.  Call on students to see if they hear /b/ in big or wig? Ball or call? Rat or bad? Bed or doll? Bubble or tap? Book or map? Rag or bag?  See if you can feel the way the mouth moves /b/ in the words. Burst your bubble when you hear the /b/.  Ask students how they knew which word was correct? Way to go!

  6.  (Take out word cards) show each card and model how to decide if you hear /b/ in  will or big, blue or card, blob or hill, slip or bat, slip or bib or flat. Call on each student to read phonetic cue words.Say: "Let's look at The Big Blue Blob book. This book is about a little girl who went sledding up a steep hill. While she was sledding, she saw a blue slab. It was the Big Blue Blob. The little girl was frightened and jumped on her sled to get away. The Big Blue Blob chased the little girl as she ran away. Can you guess what happened next? Ask students did they hear the /b/ in the story. Make sure you point out the words that have the /b/ sound if students didn't find them. Ask students if they can think of other words with /b/. Then have the students create their own Blob using the /b/ and invented spelling to name it. Then have students draw a picture of their Blob. Display the students work


 (Pass out worksheet)   Students are to say the name of each picture and color the things that begin with the same sound as bike. Then trace the letters at the bottom of page.




 Lee, Haley The Big Blue Blob.Harcourt Braceand Company.1999


Adams, Marilyn.  Beginning To Read: Thinking and learning about Print:  A Summary.  Center for the             Study of Reading. The Reading Research and Education Center University of Illinois at Urbana-       Champaign. 1990. pg. 59

Internet: Brushing Teeth with F Reference: Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for

teaching recognition of phoneme identity. Journal of Educational Psychology, 82, 805-812.l

Assessment worksheet: Beginning Sounds Workbook: Pre K- Kindergarten. Creative Edge,LLC. Franklin,TN,2009




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