Emergent Literacy
Boom Boom the Sound of My Heart
By: Hannah Deaver
Rationale: This lesson will help children identify /b/, the phoneme represented by B. Students will learn to recognize /b/ in spoken words through a meaningful representation (holding hand over heart and moving it to mimic your heartbeat) and the letter symbol B, practice finding /b/ in spoken words, and apply phoneme awareness with /b/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
Materials:
Primary paper
Pencil
Picture of a heart, and grapheme B says /b/
Tongue tickler sentence [“Beth’s braid bounces beautifully.”]
Word Cards [with practice words: bog, dog, box, fox, beat, meat, frown, brown, look, book, bake, and lake]
The Butter Battle Book by Dr. Seuss
Crayons or Markers to color assessment worksheet
Assessment Worksheet: http://www.kidzone.ws/kindergarten/b-begins2.htm
Procedures:
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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/. We spell /b/ with the letter B. The letter B can be like a wand that makes two arches, and /b/ sound is found in the spell “Bippity Boppity Boo.”
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Let’s place our hand over our heart and say, /b/, /b/, /b/ just like the beat of your heart. Notice how your lips are? When we say /b/, our lips touch each other and air blows out between them.
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Let me show you how to find /b/ in the word tab. I’m going to stretch tab out in super slow motion and listen for my spell. Tt-a-a-b. Slower: Ttt-a-a-a-bbb There it was! I felt my lips touch each other and blow air between them!
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Let’s try a tongue twister. “Beth’s braid bounces beautifully.” Let’s all say it 3 times together. Now say it again, and this time, stretch out the /b/ and the beginning of the words. “Bbbeth’s bbbraid bbbounces bbbeautifully.” Now let’s say it again, this time break it off of the word: “/b/eth’s /b/raid /b/ounces /b/eautifully.”
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Now take out the primary paper and pencil. We use the letter B to spell /b/. First let's write a capital B. Go straight down to the sidewalk, around for his big chest, and then around for his big tummy. Now let’s write the lowercase letter b. Pick up your pencil. Start at the rooftop, go down to the sidewalk, b-b-bounce up and around. I want to see everyone’s b. Once I put a check beside it, I want you to make 4 more just like it.
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Call on students to answer the following questions and how they knew: Do you hear /b/ in sad or sob? sun or bun? knob or drop? map or bad?
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Show BOG and model how to decide if it is bog or dog. The B tells me to put my lips together, /b/, so this word is bbb-og, bog. Now you try some: BOX: box or fox? BEAT: beat or meat? BROWN: frown or brown? BOOK: look or book? BAKE: bake or lake?
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Say: Let’s look at a Dr. Seuss book. This book is called The Butter Battle Book. What words do you hear that start with the letter /b/? This book is about the Yooks and the Zooks. They are fighting over which side of the bread to butter. Let’s read the book together and listen for words with /b/.
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For assessment, distribute the worksheet. Students should color in the pictures whose words begin with the letter B. Call on students individually to read out the words that begin with the letter B.
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Resources:
DLTK. KidZone.ws. 1998-2015. http://www.kidzone.ws/kindergarten/letterb.htm
Dr. Seuss. The Butter Battle Book. Random House: NY. 1984.
Shaw, Sarah Dennis. Building Phonemic Awareness with Phonemic Isoation. 2015. http://www.readwritethink.org/classroom-resources/lesson-plans/building-phonemic-awareness-with-120.html
