Bouncing for /b/

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Rationale:

This lesson plan is to teach children how to recognize the phoneme /b/. Students will learn how to pronounce /b/ in spoken words by learning a sound analogy (bouncing lips), finding /b/ in words, writing capital and lowercase B’s, and work on phonetic cue reading by distinguishing between rhyming words.

 

Materials:

Chart with “Bruce buys big bouncy basketballs,” primary paper with capital B and lowercase b print (linked below), pencil, eraser, Berenstain’s B book (by Jan and Stan Berenstain), blue tissue paper, black tissue paper, glue, coloring sheet with a baboon, word cards with BAT, HEAD, BEAR, BOY, FUSS, and assessment worksheet for B.

 

Procedures:

1. Today, we are going to learn what sound the letter B makes! When we say the sound /b/, we are saying the letter B. Almost like a matching game where we match letters with sounds!

2. To say the letter “B”, we touch our lips together, use our voice, and bounce our lips. Say it with me /b/, /b/, /b/. We bounce our lips just like a basketball would bounce on the sidewalk [pretend to bounce a ball].

3. Let’s find the sound /b/ in the word “alphabet.” I am going to say the word super slowly to see if you all can hear the /b/. When you hear this sound, I want you to pretend to bounce your basketball just like I did [mimic this movement again]. Aaalll-phaaa-bbettt. Watch my mouth closely for when my lips bounce off each other. Aa-lll-phaaa-bbb-e-t. Did you guys hear it? I saw you bounce your ball just like my lips! We’re all bouncing for B, /b/.

4.  Look at this tongue tickler chart with me. Do you guys watch Auburn basketball? [wait for kids answer]. Do you know Bruce Pearl? [wait for kids answer]. Well, he is the head coach, so he has lots of things he has to do! Today, he called me and told me he is getting some new basketballs for the team. Here is our tongue tickler: Bruce buys big bouncy basketballs. Everyone say it with me. Now we can find our /b/ noise. /B/ ruce /b/ uys /b/ ig /b/ ouncy /b/asket /b/ alls. Great job!

5. [Students use handwriting sheets and pencil] What letter makes the sound /b/? [students answer “B”]. Let’s learn how to draw a capital B and a lowercase b. Capital B is written like two big “bubbles” on a straight line. Let me show you what I mean [demonstrate starting from the top to the bottom, drawing a straight line down, and two bumps while making silly “bubble” noises (blub, blub)]. Use the sheet in front of you to practice writing a capital B. Remember, we start at the top and we draw a straight line down. Then we lift our pencil off the paper and go back to the top of our line to draw our bubbles! We make a big bubble that ends in the middle of our line, and our second bubble starts in the middle and stops at the bottom. [Allow students to practice]. To write a lowercase b, you only make one “bubble.” Let me show you how to draw a lowercase b [demonstrate starting from the top to the bottom, drawing a straight line down, and have students say “blub” as I draw one bump]. Now, use the sheet in front of you to practice your lowercase b’s. Remember, for lowercase "b" we will only have one bubble! We start our line at the top and we draw a straight line down. Then we lift our pencil, start in the middle of our line, and draw one "bubble." [Allow students to practice].

6. As a class, we will read the Berenstain’s B Book (audiobook linked below). This book has many characters that begin with the letter B who gets into a big mess! After reading this book, we will use blue and black tissue paper to paper machete the beautiful baboon from the book (coloring page linked below). [To the class] We are about to use tissue paper and a coloring sheet to make the beautiful baboon from our B Book. First, we have to pick our colors with a /b/ in them. Do you hear /b/ in red, blue, or yellow? [kids respond]. Good job! /b/ lue. Do you hear /b/ in green, white, or black? [kids respond]. Good job! /b/ lack. [Children will use blue and black tissue paper, glue, and coloring sheet to create their own beautiful baboon].

7. [Show the flashcard BAT. Demonstrate how to identify if it is bat or cat]. The capital B tells me there is a /b/ sound, so we will be bouncing our lips. That means this word is /b/ /b/ /b/at, not cat. [Students try on their own] HEAD or bed? BEAR or hair? BOY or toy? FUSS or bus?

8. Assessment worksheet: https://www.kidzone.ws/Kindergarten/b-begins2.htm. Children will have to work on writing the letter “B” as well as identifying the words that have the phoneme /b/.

 

References:

Bruce Murray, Brush Your Teeth with F:

https://murraba.wixsite.com/reading-lessons/el

B Book: Berenstain, Stan, and Jan Berenstain. The Berenstains' B Book. Bright & Early Books, 1983.

AudioBook: https://www.youtube.com/watch?v=1nSFb3inBHk

Lowercase B: https://preschoolmom.com/wp-content/uploads/PMom/AlphabeWorksheets/B2.pdf

Uppercase B: https://preschoolmom.com/wp-content/uploads/PMom/AlphabeWorksheets/B.pdf

Coloring Page: https://coloringfolder.com/baboon/