Beddy-bye Biscuit

 

Tammy Bauer
  Emergent Reader

 

Rationale:

For students to enter and enjoy the world of reading, they must be able to recognize letter graphemes and know their corresponding phonemes.  Before a child can recognize a phoneme in written language, they must be able to hear the phoneme in oral language.  In this lesson, they will learn to recognize the grapheme and b=/b/ in spoken words by learning a fun hand gesture and tongue twister and then practicing finding /b/ in words.  

Materials:

-Primary writing paper
- pencils
- poster board with tongue twister "Big boy Biscuit was ready for bed" written on it
- pictures of objects that have B's in their names
- a copy of the book Biscuit, by Alyssa Satin Capucilli, Publisher:  HarperCollins,
  
1996.
-provide flash cards with B and non-B words on them
-white board with dry erase markers
-worksheets with pictures with B and non-B words (bat, fish, bed, house, doll, ball, bottle, clock)
-crayons

Procedures:

  1. Introduction:  Boys and girls, today we are going to talk about a new letter.  Many of you may already recognize this letter.  Show the letter b on the white board.  Does anyone know what letter this is?  Yes, this is the letter b.  Give specific praise to the students that recognized the letter.  Every letter in our alphabet has a sound.  Does anyone know what sound the b makes?  Give specific praise for student that knows the sound of b.  Yes, the letter b says bbbbbb.
  2. Do any of you know any words that have the /b/ sound in them?  (bed, ball, basket, etc.)  Write the words on the white board and give specific praise.    Let's say those words together.  Okay, now let's just say "bbbbb" and while we are saying the /b/ sound lets pat our chest like a heartbeat. 
  3. I am going to show you some pictures of objects that have the /b/ sound in them.  When you hear the /b/ sound, pat your chest like a heartbeat.  (Pictures:  ball, basket, boat, bottle, bed).  Very good. 
  4. Who has ever heard of a tongue twister?  Let's look at a tongue twister to help us hear the /b/.  Show the poster board with the tongue twister "Big boy Biscuit was ready for bed."  I am going to read it once then I want you to read it with me.  Read the tongue twister.  Now I want us to read it together and listen for the /b/ in the tongue twister.  When you hear the /b/ I want you to pat your chest like your heart is beating.  Let me repeat this three times to make sure they understand the /b/ sound.
  5. We can even write the /b/ sound by using the letter b.  Let's practice writing a lower case "b".  Model for students how to write a "b".  Start at the sky, go down to the grass, and then bounce up to the fence and back around.  Now you try on your paper.  When you think you've got it, raise your hand and I will come and take a look.  Let's practice writing a "b" ten times on your paper.  Now we will practice writing a capital "B".  Model for students how to write it.  Start at the sky and go straight down to the grass.  Go around for his big chest and around for his big tummy.   When you think you've got it, raise your hand and I will come and take a look.  Now let's practice writing a capital "B" ten times.
  6. Let's look at some flash cards.  I want you to tell me if the word that I show you has the letter "b" in it.  Show flash cards with B and non-B words.  (bat, doll, dress, blue, bed, red, button).
  7. We are now going to read a book.  Do a book talk for the book Biscuit. "Biscuit is a cute little dog that gets into trouble.  Let's read the book to find out what type of trouble Biscuit gets into."  While I am reading the story I want you to listen hard for the /b/ and pat your chest like your heart is beating every time you hear the /b/ sound.  Read book.  Can anyone tell me any words in the story that had the /b/ sound?  Write the words on the white board and give specific praise.
  8. Individual Assessment:  I am going to give you a piece of paper that has different pictures on it.  Some of the pictures will have the /b/ sound in them and some will not.  I want you to color only the pictures that have the /b/ sound in their name.  After you color the pictures, I want you to write the name of the objects under their pictures.  If you are not sure what the pictures is raise your hand and I will share with the class so everyone will know.

Assessment:

I will use the student's work sheets in which they have colored the pictures as well as write the name of the object containing the /b/ sound. 

 References:

"How to Print Letters", The Reading Genie website,

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

Jacobs, Ashley, "Shelly Goes to Sherman's Shoe Shop",

http://www.auburn.edu/academic/education/reading_genie/encounters/jacobsel.html

Killen, Tara, "La La Lilly",

http://www.auburn.edu/academic/education/reading_genie/encounters/killenel.html
 

Smith, Leah B., "Baboons Banging Bongos!",

http://www.auburn.edu/academic/education/reading_genie/encounters/smithel.html

Click here to return to  Voyagers Index