Bouncing the Ball with B

Katie Rice

Emergent Literacy Design:

Rationale: In order to learn how to read and write, children need to be aware that spoken words have phonemes that are embedded in them and difficult to detect. It is important for students to have an understanding of the relationship between those sounds and the letters that represent them. This lesson will help children to associate the phoneme /b/ with the grapheme B. Since this can be a confusing concept, students need explicit instruction and practice. This lesson will help student to recognize /b/ in spoken words giving them a meaningful representation ("b, b, b, bounce). Students will gain a better understanding of the correspondence by focusing on the mouth movements made when saying the sound. They will also practice writing words with the phoneme /b/.

Materials: Primary paper and pencil; laminated sheet with tongue tickler "Bob bounced his ball beside Betty and Billy."; laminated picture of a basketball; iPad (for possible note taking) clipboard, desk, or hard surface for the students to write on; list of word both with and without /b/ to read to the child so they can pick which has the /b/-- ball, met, land, book, bounce, call, bet, band, assessment worksheet, book-Bouncing on the Bed by Jackie French Koller


1.Words are really cool because they are like a secret code that we use to communicate with each other. Letters in words show us how we are supposed to move our mouth to form a particular word. Today we are going to be looking about the sound /b/. We will also be learning how to write the letter that makes the /b/ sound, B. Let’s think about the sound a basketball makes when it is bouncing on the ground (demonstrate this by using the laminated basketball and ‘bounce’ it on the ground). When I hear a bouncing basketball I hear /b/, /b/, /b/. Do you think that you hear this when you are playing basketball? When I look at the letter B, I notice that it looks like two balls stacked on top of each other.


2. Pretend that you are a basketball that someone is playing with. What sound are you making? Let’s pay attention to how your mouth is moving while you are /b/, /b/, /b/, bouncing. First the lips are closed together tightly and then all of the sudden we strongly force the air out of our mouth really fast.


3. Now I am going to show you how to find /b/ in ball . I’m going to stretch the word out and say it slowly so that we can really listen and see if we can find the ‘bounce’ sound. BBBBB-AAAA-LLLL I found it! Right at the beginning of the word I felt that my lips were closed tightly and then I pushed the air out of my mouth. Let’s say it again, BBBB-AA-LLL


4. Now we are going to say a sentence that sounds kind of funny, but has the /b/ sound in a lot of words. "Bob bounced his ball beside Betty and Billy" (displayed) on the board where every student can see). Let’s say that together slowly 2 times. Whenever you hear the /b/ sound hold your basketball up. Now let’s say it again, but in a different way. Instead of saying the whole word very slowly, only stretch out the /b/ sound. BBBBOUNCED HIS BBBBAL BBBESIDE BBBBETTY AND BILLY. Now lets separate the /b/ from the rest of the word. /b/-ob /b/-ounced his /b/-all /b/-eside /b/etty and /b/-illy.



5. Now let’s take out your primary and a pencil. Remember, we use the letter B to represent /b/. The letter B looks like to balls stacked on top of each other. Start at the rooftop, make a straight line down to the sidewalk and bounce back up and around. Lowercase b looks like a baseball with a bat lying right beside it. Now try writing it on your primary paper. Start at the roof and draw a straight line down to the sidewalk. Then put your pencil on the fence and draw a hump down to the sidewalk. After I check your work draw five more capital Bs and lowercase bs.


6. ‘"Let’s look at some more words with the /b/ sound." Show the students the note cards. Practice saying the words together, finding the basketball /b/ sound in each word. For example, the first cards has the word "basket" on it. Say basket together. "Do you hear /b/ in basket or handle? Do you hear /b/ in blue or read? Do you hear /b/ in ball or cone?" Continue with the rest of the cards. "Let's see if you can spot the mouth move /b/ in some words. Hold up your basketball if you hear /b/: The, Bob, before, bug, flew, begin, to.



7. Now we are going to read Bouncing on the Bed.

Book talk: In this book, a child is describing the bouncing, wiggling, running, reading, snuggling, and more that fills the day from sun up to bedtime.

"Now that we have read our book once, let's read our book again and detect the /b/ sound. Every time you hear the /b/ sound, hold up your basketball. Ask children if they can think of other words they know that begin with /b/. Then have each student write the name of his or her picture with invented spelling.


8. Show BOOK and model how to decide if it is book or cook: The B shows us two balls on top of each other that say /b/. We hear the /b/ when we say book, but not when we say cook. Now you try some: BALL: call or ball? MET? Met or bet? LAND: land or band?


9. For assessment, distribute the worksheet. This worksheet contains pictures of items that do and do not begin with the /b/ sound. Have the student color all the items that begin with the /b/ sound. Call students individually to read the phonetic cue words from step #8.






Holcomb, Joanna- Bouncing with B, Auburn University

Price, Marcy-  "B, b, Bouncing Balls and Baseball Bats" Auburn University

Assessment Worksheet:


Bouncing on the Bed by Jackie French Koller

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