Emergent Literacy Design: Cars b-b-beeping

                                                Joy Boldt  

 

 

 

 

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 meaningful representation (the horn on the car beeping) 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: 

primary paper 

Pencil 

Crayons 

Chart with  “The blue car beeped its horn boldly.” 

Picture of a blue car 

Word cards with:  Blue, Wet, Bold, Break, Book, Bop, Bat 

Assessment worksheet identifying words with /b/  and another assessment worksheet with more practice writing “B”(URL below).

  Eric Carl’s: Brown Bear, Brown Bear, What do you see?

 

Procedures: 

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/

 

1. Our written language is a secret code. The tricky part to it is learning what letters stand for. Our mouths move as we say words. Today we are going to work on spotting the mouth move for the letter /b/. There are many words with the letter b, so it is important for us to know what it looks like and how it sounds. 

 

2. Let’s pretend to beep the horn on the car [/b/, /b/, /b/]. Notice where your lips are? (together, closed). When we say /b/, we blow air between out top lip and lower lip. ( Show yourself pretending to beep the horn of a car) 

 

3. Let me show you how to find /b/ in the word cab. I'm going to stretch left out in super slow motion and listen for. ccc-aaa-bbbbb. Now Slower: ccc-aaaa-bbbbb There it was! I felt my lips touch together then open to blow air. I can feel the beeping horn /b/ in cab. (Talk about how cab is a type of car that can beep its horn too) 

 

4. Now it is time for a tongue twister (on chart). “Betsy beeped the horn on the blue car all the way down the bumpy road. ” Now lets say it again, but this time, stretch the /b/ at the beginning of the words. “Bbbetsy bbbeeped the bbblue car all the way down the bbbumpy  road. ” Try it again, and this time break if off the word: “/B/etsy /b/eeped the horn on  the /b/lue car all the way down the /b/umpy road.” 

 

5. [Have students take out primary paper and pencil]. Say: "We use letter B to spell /b/. Let’s write a lowercase b. Remember lowercase b has a belly. Start at the rooftop and draw a straight line down to the sidewalk. Next give b a belly. Now I want to see everyone make a bbbb-unch of b’s. After I put a sticker on it, I want you draw at least 10.

 

6. Call on students to answer and tell how they knew: Do you hear /b/ in bath or tub? Bad or good?  Break or smash? bolt or sprint? Brown or Tan? Let’s see if you can spot the mouth move /b/ in some words. Beep your car horns if you hear /b/: Brownies, Boring, Time, Blend, Breakfast, cold, bargain. 

 

 

7. . Say: “Great! Now let’s all come sit and read a book! The title of our book is Brown Bear, Brown Bear, what do you see? The author is Eric Carl.  The narrator asks brown bear a simple question “Brown bear, brown bear, what do you see?” He says “ I see a red bird looking at me.” Then the same question is repeated to the red bird, and from there it goes through what different animals see. Lets read the rest of the book to see what brown bear and the other animals see.   Listen for when you hear the /b/ in this story. ! I want you to remember what we learned about listening for the /b/ sounds like a beeping car, Every time you hear the /b/ sound I want you to quietly and quickly pretend to beep the horn of a car. (Read book together). Lets also think of some other animals that start with the letter “B”. Write them down on your paper and we will share them with each other. 

 

 

8.Show BUG and model how to decide if it is bug or rug: "The B tells me to beep the horn on the car, /b/, so this word is bbb-lue, blue. You try some: BLUE: blue or true? WET: wet or web? BOLD: bold or told? TAKE: take or bake? BOOK: book or cook? BOP: bop or top? BAT: bat or cat?”

 

 

9. For assessment, pass out the worksheet and get the kids to get more practice on writing the letter “B”, walk around and make sure they are doing it correctly.  When they have finished that, I will give them the more fun worksheet where they get to color in the pictures in which the animal/item starts with the letter “B”, and then we will talk about it with the whole class and ill let them say which ones start with “B”, and what those items are called. ( One of the items is a bear so we can continue our conversation about our book, and what happened in it.) 

 

 

 

 

References: 

“Brian Bounces Brad’s Blue Ball”  Payton Robertson

https://plr0012.wixsite.com/ms-robertson/emergent-literacy

 

“Bouncing with B”  Paula Anderson 

http://pea0002.wixsite.com/mysite/emergent-literacy-design

 

“Bob bounced the bad basketball down the basketball court.”  Haley Felkins 

https://haleyfelk1.wixsite.com/lessondesigns/emergent-literacy-design

 

Worksheet(s):

https://www.education.com/worksheet/article/alphabet-practice-b/

https://www.timvandevall.com/alphabet-printables/letter-b-worksheets/