By: Amy Spurlock
Rationale: Some children have problems identifying the phoneme /b/. (4) This lesson will help them develop this discriminatory skill. During the lesson the children will be shown different objects that have the b=/b/ sound in them, and some objects that do not. By doing this the children will increase their ability to discriminate the b=/b/ sound. (5)
Materials: Primary paper and pencils, chalkboard and chalk, different objects that have the /b/ sound in their name, objects that do not have the /b/ sound in their name, one big cardboard or rubbermaid box, and a tongue twister using the /b/ sound in it, construction paper, scissors, magazines,glue, and a book that has the phoneme /b/ used in it.
Procedure:
1. Explain to the children that written language
consists of connecting letters to sounds. In today’s lesson we
will
be looking for the b=/b/ sound in words.
2. Ask the students what the b=/b/ sound
makes.
Then model the /b/ sound by saying “Watch my mouth and listen as I make
the b=/b/ sound.(8) “Lets all make the b=/b/ sound with our
mouths.”(9)
“Can anyone tell me a word where we make the sound b=/b/?” (9)
Example-
baseball, baby, bag, etc.
3. “Let’s try a tongue twister.” (9) Have
the tongue twister Bill and Betty baked bread for Barbara’s baby
written
on the board with all the b=/b/ underlined so the children can see the
b=/b/ sound. “Everyone say it three times together.” (9)
Then
say it one more time and really emphasize the /b/ sound in the words.
4. After we have practiced saying the b=/b/ sound
show the children a pile of objects. Some of the objects will
have
the b=/b/ sound in their name and some will not have the b=/b/ sound in
their name. Have a box big enough to put the b=/b/ sound objects
in. Tell the students that the box is our “B” box and they have
to
put the objects that have the b=/b/ sound in their name in the box and
the objects that do not have the b=/b/ sound in their name stay on the
floor. Some of the objects could be a baseball, basketball, baby
doll, basket, etc. Each student should have a chance to put an
object
in the “B” box. When they are done we will take each object out
of
the box and as a class say the name of each object and really emphasize
the b=/b/ sound. (15)
5. ( 7) For a review exercise, have the children
practice making an upper and lowercase b, (Bb), on primary paper.
Then write a few small words on the board which have the b=/b/ sound in
them and tell the students to underline the b in each of the
words.
Give them an example such as bag. (8) & (15)
6. Read Here Comes the Strikeout by: Leonard
Kessler. The story is about baseball, which has many /b/ sounds
in
it. When done reading the story discuss it and see how many of
the
/b/ sounds the kids can pick out of the story. (14) You can also talk
to
the kids about how many /b/ sounds are in the game of baseball such as
ball, bat, base, score board, etc.
7. ( 17) For the assessment step, give
each child a piece of construction paper and a pair of scissors.
Then make sure there are enough magazines for each child. Allow
each
child to go through each magazine and cut out different pictures that
have
the b=/b/ sound in it. When they are done cutting the pictures
out
have them glue the pictures on the piece of construction paper that
they
have. When they are done gluing their pictures onto their
construction
paper, go around the room and allow each child to show their pictures
and
tell what they are.
Reference: http://www.childfun.com/themes/b.shtml
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