Emergent 

Rational: This lesson will help the children understand spot out the letter /b/ and the phonemes for B. The student will recognize B in common words by sounding out and speaking words out loud. Also, by using sound analogy (Bait your Basket) and the letter symbol /b/, practice finding/b/ in words, and apply what the student has learned with phoneme awareness with the letter /b/. 

 

Materials: Paper and pencil, ABC by Dr. Suess, Bouncing Bobby by Murray, chart with “Bobby boxes his basketball by the bus”, plain paper and crayons to color with. Assessment worksheet to help with /b/ and the URL is attached below. 

 

Procedures:

1. Say: Our written language is a super-secret code. The tricky part is figuring out what letters stand for. The mouth can move when we say words. Today we are going to be watching the mouth move as we say /b/. We spell /b/ with the letter B. B looks like a racetrack.

2. Let’s pretend we are cars racing on the racetrack, /b/, /b/, /b/, (trace fingers around B as saying the sound) When we say /b/ we kind of sound like a sheep, does a sheep race on a racetrack? 

3. Let’s see if we can find the letter B in the word subway, I am going to stretch out the word and you are going to help me figure out where the /b/ sound is in the word. S-U-B-W-AY. Good job you found it!!

4. Let’s try a little tongue tickler (it is on the chart). “Bobby blasted the basketball by the bus stop. The basketball blew past the bank and to the school building it went.” Ok our tongue twister is Bobby blasted the basketball by the bus stop. Ok everyone try to say it 3 times fast. Now say it again and stretch out /b/ at the beginning of the words. “bbbobbbby bbblasted the bbbasketbbball bbby the bbbus stop. Ok let’s try it again but take /b/ out of the words: /b/ obby /b/ lasted the /b/ asketball /b/ y the /b/ us stop. 

5. Have the student take out a pencil and normal piece of paper. We use /b/ to spell out B. Capital B looks like a racetrack. Let’s look and write the lowercase b. Start by making a straight-line and then a backwards c at the bottom right side of the line. 

6. Call on student and ask them how they know what they know. Do you think /b/ is in apple or banana, bike or scooter, back or tack, bite or tight. Let’s see if you can pick up on the sound /b/ makes. Trace a racetrack in the air if you hear /b/ in “busted, bike, bus, button”.

7. Say “Let’s look at the alphabet book” Dr. Seuss talks about all the silly things that start with /b/ like baby, bubble gum, barber, and bumblebee. Read page 6-9 in ABC by Dr. Seuss. Let’s make up a name for our race car that starts with the letter B. Then the students will write their silly name and draw a picture that represents the name.

8. Show BLOCK and see how you decide if it is BLOCK or CLOCK. The /b/ sound makes me draw a racetrack and that is how I know it is block. Let’s see if you can find the difference: “bake or cake” “bite or kite”.

9. To assess we handout worksheet and the student must color in the pictures that are showing a word that starts with /b/ in it. Call up students individually to point out the phonic cue in the word.

Reference: Geralyn Murray: Bouncing Bobby 

http://wp.auburn.edu/rdggenie/home/lessons/letters/

Assessment Worksheet: http://cleverlearner.com/letter-identification/images/fun_preschool-letter-b-identification-sheet-097.pdf