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Emergent Literacy Design

Bounce A Ball with B

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Rationale: This lesson will help children identify /b/, the phoneme represented by B. b Students will learn to recognize /b/ in spoken words by learning a sound analogy (bouncing a ball) 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.

Materials: 

1. Primary paper and pencil

2. Chart with "The Big Brown Bear Buys Bananas"

3. Drawing paper and crayons

4. Alphabet print out with pictures

5. Word cards with BIG, FIX, BEAT, BLUE, BLIND, and FAKE

5. Assessment worksheet identifying pictures with /b/ https://easypeasylearners.com/wp-content/uploads/2017/02/Letter-B-Worksheet-Set.pdf

Procedures: 

1. Say: Our written language is a secret code. The tricky part is learning what letters stand for—the mouth moves we make as we say words. Today we're going to work on spotting the mouth move /b/. We spell /b/ with letter B. B looks like a bear, and /b/ sounds like a bouncing ball.

2. Let's pretend to bounce a ball, /b/, /b/, /b/. [Pantomime bouncing ball] Notice where your lips are? (Touching lower lip). When we say /b/, our lips come together and the push the air out.

3. Let me show you how to find /b/ in the word bake. I'm going to stretch bake out in super slow motion and listen for my toothbrush. Bbb-a-a-ake. Slower: Bbb-a-a-a-kkk-e There it was! I felt my lips come together and oush out air. Ball b is in Bake.

4. Let's try a tongue tickler [on chart]. The Big Brown Bear Buys Bananas. The bear was really hungry so he went to the store for his favorite snack. Now he has bananas. Here’s our tickler: " The Big Brown Bear Buys Bananas." Everybody say it three times together. Now say it again, and this time, stretch the /b/ at the beginning of the words. "The Bbbbbig Bbbbrown Bbbbear Bbbbuys Bbbbananas." Try it again, and this time break it off the word: "/b/ ig /b/ rown /b/ ear /b/ uys /b/ ananas.

5. [Have students take out primary paper and pencil]. We use letter B to spell /b/. Capital B looks like a Bear. Let's write the lowercase letter b. Let’s write the lowercase letter b. Start just below the rooftop, go down, and b-b-bounce around. I want to see everyone’s b. After I put a smile on it, I want you to make nine more just like it.

6. Call on students to answer and tell how they knew: Do you hear /b/ in blue or yellow? Hello or goodbye? Bar or chart? Ant or bee? Bow or tie? Say: Let's see if you can spot the mouth move /b/ in some words. Bounce a ball if you hear /b/: Sally went to the bakery to buy some bread.

7. Say: "Let's look at an alphabet page. We see a basketball rolling across the court!" Draw out “basketball”. Ask children if they can think of other words with /b/. Ask them to make up a silly name of a game like blubber-bouncy-ball, or blopper-blip-ball. Then have each student write their silly name with invented spelling and draw a picture of their fun game. Display their work.

8. Show BAKE and model how to decide if it is bake or lake: The B tells me to bounce a ball, /b/, so this word is bbb-ake,bake. You try some: BOG: bog or log? BEAT: beat or feet? BIND: find or bind? BARK: bark or park? 

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.

Bruce Murray, The Reading Genie

 http://wp.auburn.edu/rdggenie/

Charleigh Bailey, Brush Your Teeth with F

https://charleighlb.wixsite.com/ctrd3000/emergent-literacy

Lauren Muller, Ben’s Big Trip

http://wp.auburn.edu/rdggenie/home/geniebooks/teacherbooks/

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