Bouncing around with B!
Title: Bouncing around with B!
Rational: The objective of this lesson is to have the students capable of identifying the letter Bb in spoken and written language. But first, they must be able to recognize the letter Bb, before being able to connect them with the phoneme. By having meaningful representation, a boy bouncing on a pogo stick, and letter symbols available, the students will be able to accomplish the goal.
Handouts of cartoon picture of a boy bouncing on a pogo stick
Letter Bb written on primary paper or makers for writing Bb on board
Zaner-Bloser directions for printing letters
Gerald McBoing-Boing by Dr. Seuss
Print out of tongue twister (Billy’s ball bounced back into the ballerina.)
List of previous student’s names (Blake, Barbra, Betsy, Matt (crash), Barbie, Brad, Katie (Crash), Beatrice, Hubert)
Internet and computer access
1) Have the letter Bb on primary paper or written on the board using “rooftop, fence, sidewalk, and ditch” as a guide. Pass out the handout with the boy bouncing on a pogo stick. Ask the students: “What is the child doing” (bouncing)? “That is right bouncing. Bouncing starts with the letter B and it makes the /b/ sound.” The teacher will hold his/her hands out in front like he/she is holding a pogo stick and then move hands up and down as if they are actually bouncing on the pogo stick. The teacher will model the /b/ sound, with hand motions, and then have the students repeat the sound also with hand motions.
2) The teacher will say, “notice how your ‘lips start out together, then they open and a puff of air comes out’” (reading_genie/mouthmoves.html), and then the teacher will demonstrate. Have the students practice this mouth movement. Teacher asks the student to say a tongue twister: “Billy’s ball bounced back into the ballerina”. After they say it once, do it again, but this time exaggerate the /b/ sound in each word that corresponds. “B-b-b-b-b-billy’s b-b-b-b-ball b-b-b-b-bounced b-b-b-b-b-back into the b-b-b-b-b-ballerina”. “Great Job!” Ask the students to make up their own tongue twister and share it with the class; reiterate the importance of the /b/ sound. Have the student repeat a few of the tongue twisters while exaggerating the /b/ sound.
3) By calling on one student at a time, have each student answer the following questions. “Do you hear the /b/ sound in brown or down?” In bag or that? In shoe or boot? In boy or girl? In boat or car? The teacher is going to say some names of his/her previous students if the names have the /b/ sound, then students will bounce their hands like they are on a pogo stick. If the names do not have the /b/ sound, the students will make a crashing sound like they fell off their pogo stick. Blake, Barbra, Betsy, Matt (crash), Barbie, Brad, Katie (Crash), Beatrice, Hubert. If students do not pick up on the middle /b/ sound in Hubert, repeat the name and emphasis the /b/ sound.
4) “It is time to write the letter Bb.” Have students take out primary paper and pencil. The letters “B” and “b” are used to make the /b/ sound. To make the capital/large “B”, start at the rooftop and come down to the sidewalk. Then move back up to the rooftop and go around for his big chest, and around for his big tummy. Model this a few times for the students. For the lowercase/small “b”, start at the roof; go down, b-b-bounce up to the fence and around back to the sidewalk. Model this, also. Have the students practice “B/b” one time and raise their hand when complete. This gives the teacher the opportunity to do an informal assessment of the children’s comprehension thus far. After work has been checked, have the students practice an entire row of “B/b’s”.
5) While students are writing their B’s, teacher needs to place these words on the board in capital letters (Bike, Land, Burn, Call, and Bank). Have the children identify (orally) if these words are Bike or Like, Land or Band, Call or Ball, Bank or Tank. This is also another informal assessment.
6) “We are going to make something (aid) that will help you always remember that Bb says /b/.” Have the students take their handout of the boy on a pogo stick and color this picture. Then cut him out. The teacher will hand out Popsicle sticks to each student. The students can either glue or tape the cut out to the Popsicle stick.
7) After the construction of the aid, the teacher will pull up the Dr. Seuss video on Gerald McBoing-Boing (YouTube) or read Gerald McBoing-Boing by Dr. Seuss. During the video, the students will listen to the words carefully and every time a word with the /b/ sound is made they have to make their aids bounce around. If there is no /b/ sounds, their aids should be still.
Assessments: The students will be assessed informally throughout the lesson as noted in the previous section. These assessments include constructing new tongue twister (with emphasis on /b/), identifying phonemes in spoken words, correctly writing capital/lower case B/b’s, and successfully completing phonetic cueing applications. The final assessment will be during the video and will be based on the student successfully identifying the letters with the /b/ sound.
Geisel, Theodore. Gerald McBoing-Boing by Dr. Seuss. New York: Children's Books Random House. 2000.
Boy on pogo stick: www.uofaweb.ualberta.ca/.../photo_ppl21.jpg
Basic Components of a Phoneme Awareness Lesson: http://www.auburn.edu/academic/education/reading_genie/componentsPA.html
Zaner-Bloser directions for printing letters: http://www.auburn.edu/academic/education/reading_genie/letters.html
Mouth Moves and Gestures for Phonemes: http://www.auburn.edu/academic/education/reading_genie/mouthmoves.html
Angela Atkins: http://www.auburn.edu/academic/education/reading_genie/discov/atkinsel.html
Aretha Holloway: http://www.auburn.edu/academic/education/reading_genie/discov/hollowayel.html
YouTube Video: click here
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