Emergent Literacy

Morgan Watkins

Rationale : This lesson will help children identify /b/, the phoneme represented by B. Students will learn to recognize /b/ in spoken words by learning a sound analogy (bouncing a ball “boing”) and the letter symbol b. Practice finding /b/ in words, and apply phoneme awareness with /b/ in phonetic cue reading by distinguishing rhyming words from beginning letters

“Biff and the Big Red Bug”, and worksheet provided with b practice

Procedures : 1. We are going to practice bouncing balls with our hands and making the sound with our mouths. To do this we put both lips together and push out. This will make the /b/ sound. Today we're going to work on spotting the mouth move /b/. We spell /b/ with letter B. The b looks like an arm on top of a ball and /b/ sounds like the word ball.

2. Now when we say B it is like our lips are dribbling. The bottom bounces on the top lip. When we bounce our bottom lip and blow air through it sounds like /b/.

3. Let me show you how to find /b/ in the word cab. I'm going to stretch cab out in super slow motion and listen for the dribble. Ccc-a-a-ab. Slower: Ccc-a-a-a-bbb There it was! I felt my bottom lip bounce against my top lip and blow air. Bouncing Ball /b/ Is in cab

4. Let's try a tongue tickler. Brad buys Brandy a blue beaded necklace for her birthday. Everybody say it three times together. Now say it again, and this time, stretch the /b/ at the beginning of the words. Bbbbbrad Bbbbuys Bbbbrandy a Bbbblue Bbbbeaded necklace for her Bbbirthday. Now let’s do it and break it off the word. /b/rad /b/uys /b/randy a /b/lue /b/eaded necklace for her /b/irthday

5. [Have students take out primary paper and pencil]. We will be practicing writing b. The Lowercase letter b looks like an arm dribbling a ball. Let's start by drawing a ball. We are going to draw the ball in between the fence and sidewalk (of the primary paper. Now we attach an arm to the left side of the ball to make it look like someone is dribbling it. We start at the bottom Left side of the ball and bring it all the way to the rooftop. Now you try! Once I check it I want you to write b 9 more times

6. Call on students to answer and tell how they knew: Do you hear /b/ in bat, car, day, bike, and brick? Let's see if you can spot the mouth move /b/ in some words. Pretend to bounce a ball If you hear /b/ in bat, car, day, bike, or brick.

7. Say “Let’s look at an alphabet book. Mrs. Smith writes about a silly dog who meets a big red Bug who steals his bed! Ask children to read the first couple pages and really drag out the /b/ sound. Then ask the children if they can think of other words with /b/. Ask them to draw a goofy bug with b things. Maybe a beard, a blue pair of glasses, a baby bug, a brother bug, etc. Then have each student name their bug a silly name with b and invented spelling and write it above their picture.

8. Show BOG and model how to decide if it is bog or fog. The B tells me to dribble my ball, /b/, so this word is bbb-og. Try some more: BITE: bite or kite? PAT: bat or pat? BAR: bar or car? SELL: bell or sell?

9. For assessment, distribute the worksheet. Students color the pictures that begin with B. Call students individually to read the phonetic cue words from step #8.

Resources : “Big Red Bug”