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 Bounce the ball with the black dog, Banter. 

Emergent Literacy Design 

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Rachel Lee

 

Rationale. 

This lesson will help children identify with the phoneme /b/, a sound that is represented by the letter B. Going through the lesson will enable the student to recognize the phoneme /b/ in spoken words by learning a meaningful representation (bouncing a ball), practice finding /b/ in words, and learning a tongue tickler filled with /b/. Students will also learn to distinguish the letter /b/ in phonetic cue reading by distinguishing rhyming words from beginning letters. 

Materials. 

Procedures:

  1. Say “Our written language is a secret code. It can be tricky at times because we may not know what letters stand for. Today we are going to work on spotting the mouth the mouth move /b/. When we spell /b/ we spell it with the letter B. Dogs love to run after a bouncing ball, especially my dog Banter, and the letter B/b has 1-2 balls in its appearance. 

  2. Say “I want everyone to pick a partner. Now, both of you close your eyes and say “Bounce the ball with Banter.” Everyone can open their eyes now. You and your partner take turns saying “Bounce the ball with Banter” and see what shape your partners mouth makes. Our mouths close when we make the /b/ sound.

  3. Now I am going to show you how to find /b/ in the word bow. I will stretch the word out slowly and I want you to listen for the /b/ sound. “bbb—o-w.” Slower “bbbbbbb-o-w.” I could feel my mouth close to make the /b/ sound at the beginning of the word. 

  4. There once was a black dog named Banter. He loved to run and play and more than anything he loved to bounce his ball. He would lay on his back and bounce the ball on his belly! Let’s try the tongue tickler that is on the sign: “Banter the black dog balanced the ball on his belly.” Let’s say it together. “Banter the black dog balanced the ball on his belly.” Now stretch out the /b/ at the beginning of every word that starts with a B. “Bbbbbbanter the bbbbblack dog bbbbbbalanced the bbbbball on his bbbbbelly.” This time we are going to break it off in the beginning of the word: “/B/anter the /b/lack dog /b/alanced the /b/all on his /b/elly.”

  5. I am going to say two words to you and I want you to tell me which one you hear /b/ in. Do you hear /b/ in bator pat? beg or ding? lab or pad? Now let’s see if you can make the /b/ motion. Bounce your hand up and down like you are bouncing a ball if I say a word with /b/: band, like, bait, lake, boy, purple, blend 

  6. Pass out primary paper and pencil to students. Say “We use B to spell /b/. Let’s start with writing capital B first. Start by drawing a straight big line down from the sky to the ground. Next, go up to the top and draw the first ball halfway down the big libe, then the second ball under it!” I will then model this on the whiteboard and ask them to write uppercase B ten times. While they are doing this, I will walk around to see if any of them are having trouble writing it. Once they are finished I will say “now let’s write a lowercase b ten times. We are going to start the same way, but it will only have one ball at the bottom!” I will walk around and aid whoever needs help in the process.

  7. We are going to read our /b/ book, BouncingBobby Bounced Back in Bounds. Booktalk: Bobby got a brand-new trampoline for his birthday! It was in a hole in the ground so that he could get running starts to bounce higher! One day he decided he wants to go even higherso he comes up with a plan to bounce higher than he has ever been…read to find out what his plan is and if it works!

  8. Show BELT card and show students how to decide if its BELT or FELT: the B tells me to bounce my hand like I’m bouncing a ball; /b/, /b/, /b/ so this word is bbbbb-elt, belt. Now I want you to try some. BANG; BANG or HANG? BUNT; FUND or BUNT? (continue with all word cards listed in materials)

  9. To assess the students on /b/=b, I will pass out the worksheet and have the students color each picture whose word begins with /b/. Then have students write B in front of the words that have B in the begging. I will walk around and help students who have not grasped b=/b/. I will call students individually to read the phonetic cue words from step #8. 

References: 

https://twistynoodle.com/fill-in-the-missing-letter-b-worksheet/- Worksheet in lesson

https://auburn.instructure.com/courses/1192720/files?preview=147523591- Book in lesson

https://www.kidzone.ws/kindergarten/letterb.htm- Kid Zone interactive site for /b/

https://kyliejwitcher2.wixsite.com/mysite-2- Published Lesson Reference

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