Feel Your Heart Beat with “B”

Emergent Literacy Design

Marlee Shaw

Rationale:        This lesson is designed to help children identify and pronounce the sound that the phoneme /b/ makes. Students will learn to recognize phoneme /b/ in spoken language and the grapheme B in written language. They will apply phoneme awareness with /b/ in phonetic cue reading by discerning rhyming words with the same beginning sound.

Materials:  chart with tongue tickler, primary paper, pencils, crayons, The Berenstain’s B Book, “B” worksheets for assessment.

Procedures:

1. Today, we are going to talk about the letter B. I want you to think about the sound that B says. When you write a big B, you start with a stick and then add a chest and a belly. When you write a little b, you write a bat and then a ball.

2. As you think about the sound that B makes, I want you to think about what your mouth does when you make the B sound. Watch my mouth as I say /b/. Do you see how both of my lips come together and then open back up as the sound comes out? The /b/ sound kind of sounds like a beating heart. Put your hand over your heart and pat your chest as you make the /b/ beating heart.

3. Now let’s see if we can find /b/ in the word “table.” I will stretch out the word and say it in super slow motion. T-a-b-l. T-aaa-b-lll. There it is! I felt my lips come together and a puff of air come out. I heard /b/ in table.

4. Now try the tongue tickler “Boo Boo Bear has a brown bow and a blue balloon.” Let’s say it together three times. Now this time, make your heart beat every time you hear /b/. This time say each word without the /b/. “(b)oo (b)oo (b)ear has a (b)rown (b)ow and a (b)lue (b)alloon.”

5. We are going to use the letter B to spell /b/. When you write a big B, you give him a back and then a chest and finally a belly. So, you start at the rooftop and go all the way to the sidewalk. Then, you start at the ceiling to give him a chest and go only to the fence. From the fence, you make his belly and go all the way to the sidewalk. Now let me see your big B. For the little b, you start at the rooftop and go all the way to the sidewalk. Then, you bounce back up to the fence and come around back to the sidewalk. Now, write nine more.

6. Do you hear /b/ heart beat in bird or fish? Boat or water? Ball or doll? Bat or mit? Table or chair? Ask the students to tell you how they know. Now, show me your heartbeat when you hear /b/ in “Both bunnies are bouncing up and down on the fluffy, blue bed.”

7. I am going to read The Berenstain’s B Book. This book has so many "b" words! Can you think of any words that begin with "b"? Good. Now let's read the book and find more words that begin with "b"! After the book, students will think of an animal that is doing something that start with a B. For example “bumble bee on a bike”, “bear in a bed”, etc. They can refer to the book for ideas. They will use inventive spelling and draw a picture of their “bear in a bed,”etc.

8. I will show the word BAT. I will model how to decide if bat or sat makes the /b/ heartbeat. The B sound makes the heartbeat. B-b-b-at makes the heartbeat. Now you try. BAKE: bake or cake? BALL: fall or ball? BEAR: bear or care? BIT: fit or bit? CAB: cat or cab?

9. For assessment, students will be given a worksheet. They will color the words that make the /b/ heartbeat.

 

References:

 "Tongue Twisters by Letter." Tongue Twisters by Letter. N.p., n.d. Web. 13 Feb. 2013.Website

http://www.auburn.edu/academic/education/reading_genie/awakenings/storeyjel.htm

Assessment:

http://www.education.com/worksheets/letter-b/

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