B B BEE!!
- Rationale: A student must recognize phonemes in spoken words before they can match letters to phonemes. This lesson's focus is on the letter /b/. Students will understand the meaningful representation of the /b/ when the lesson is complete.
The Honey Bee and the Robber by Eric Carle
Class set of laminated bees
Worksheet for assessment
1. "When we speak, letters stand for the mouth moves we make as we say words. Today, we are going to focus on the mouth move /b/. With practice, you can notice /b/ in lots of words."
2."Have you ever played basketball and dribbled the ball against the ground? The sound it makes sounds sort of like b-b-b-b." Dribble a pretend ball against the floor for the students. "Do you hear the b-b-b-b sound?" Say the phoneme sound /b/. Ask the students, "How does it feel to say /b/? When we say /b/ our lips push together and let out a puff of air. A word that has the /b/ sound is the word box. Stretch the /b/ sound so you can hear the /b/ dribble in box. B-b-b-b-box."
3. Now let's try our tongue twister on the chart. I'm going to say it once for you and then I want you to say it two more times with me. Billy bounces basketballs with brown bear. Repeat twice with group. Great Job! Now lets say the tongue twister one more time and sound out those dribbling b's each time it begins a word. Bbbbbilly bbbbounces bbbbasketballs with bbbbrown bbbbear. Good! This time let's separate the /b/ from the beginning of each word that begins with /b/. /b/ illy /b/ ounces /b/ asketballs with /b/ rown /b/ ear.
4. "Take out your pencils and primary paper. Now that we've learned what the letter B sounds like, we are going to write the letter on our paper. Demonstrate on the board and talk the students through the steps. To write the uppercase B we start at the rooftop and draw straight down to the sidewalk, around for his big chest, and around for his big tummy. For lowercase b, start at the roof, go down, b-b-bounce up and around. Once everyone has drawn your Bb, I am going to come around and see and put a sticker on your paper. Once I put a sticker on your paper, I want you to write Bb across the next few lines 6 more times."
5. "Listen for /b/ in the words that I am going to call out. Tell me which word has the /b/ in it. When I say a word that you hear the /b/ sound, everyone needs to hold up their picture of the bee. For example, when I say gab and rat, I hear /b/ in gab, so hold up the bee when I say gab. Do you hear /b/ in ball or call? Fat or bat? cab or cat? Cat or sat? Now I want you to clap to show me when you hear /b/ in a word I say or see the mouth move /b/. I am going to say each word slowly and pause. If you heard /b/ in the word, I want you to clap twice, if you don‰¥út hear /b/, I want you to leave your hands on your desk. Barry the bumblebee bakes cakes for the birthday party..
6. Read The Honeybee and the Robber by Eric Carle with the class. "Today we are going to read a book about a honeybee and the robber. Let's read this book and see if a honeybee really gets robbed!" Talk about the story with the students. Read the story again, and have students hold up their bees when they hear a word with /b/. List the words on the board. Have the students write a message about what they would feed a beast. Encourage them to draw a picture and use invented spellings.
7. To assess the children's knowledge of /b/, give them the picture page and ask them to circle the pictures that begin with /b/ with their crayon. Tell them to write a b above each picture that they circled. You can also refer back to their letter writing in #4 and their clapping responses in #5. If children are still having problems with /b/ and writing the letter Bb, then they can be given extra instruction.
The Honeybee and the Robber by Eric Carle. Philomel Books. (1991).
McGill, Leslie. Sid
the Silly Slow Sloth.
Bouncing Basketballs B‰¥ús!
Back to Navigations