EL Design
Emergent Literacy Design
Title: Bounce with a B!
Rationale:
Using the catchy title and picture, I will be teaching the students to identify with the phoneme /b/, a sound that is represented by the letter B. It will help the student understand the phoneme and use the awareness that they are detecting to decode the different words that are in the sentence. It also helps them use a visual as a representation. The literacy goal is to understand that a consonant of this type makes the sound /b/. It is also possible for the student to know what a bug sounds like which then reiterates that /b/ word as bounce and bobble. It is a tongue tickler for the student to start to understand that the letter “b” is shaped as such. With ‘b’ they can also detect many words in a story, when they were not able to before.
Materials:
Picture of the Basketball
Tongue Tickler: The Ball loves to bounce and bobble with his best bud to the big bounce ballpark.
Word Cards with BIG, SAT, SLAB, BET, BEST, BEAK
Primary Paper – 3 sheets per student in case of miscues or problems with paper
Pencils – 1 per student
Worksheet: https://www.education.com/download/worksheet/118735/dot-to-dot-alphabet-b.pdf
Worksheet: https://www.education.com/download/worksheet/87329/alphabet-practice-b.pdf
Assessment for Each Student
Book: Brown Bear Brown Bear, Bill Martin Jr. https://thisreadingmama.com/letter-b-books-book-list/
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 move for /b/. We spell /b/ with the letter B.” B looks like two basketballs bouncing on top of each other. The ball bounces and it sounds like /b/.
Say: “Let’s pretend to be balls and bounce in our desks. Up and Down! Notice for the first sound what your mouth does (Touch lips as they come apart.) When we say /b/ we blow quick bursts of air between our mouth and out.
Say: “I am going to show you how to find the /b/ in bat. I will stretch the word out slowly so that you can hear it even better. Now listen for the sound. “Bb – aa---ttt.” Slower now! “Bbb – aa -- ttt.” Can you see when my mouth spread apart with the burst of air at the beginning?
“Lets try the tongue tickler that is on the board. “The ball loves to bounce and bobble with his best buds to the big bounce ballpark. Let’s say it all together. Here is the tickler: The Ball loves to Bounce and Bobble with his best buds to the big bounce ballpark. Now spread out the words very slowly. The Bbb – aa -- lll loves to Bbb – ou – n – ce and Bb – oo – bb—ll--ee. “Now, let’s break off the words as we continue. The B – all loves to b- ounce and b-obble with his b- uds to the b-ig b-ounce b-allpark.”
Pass out the first assessment work sheet and ask the students “Connect all of the dots to spell the uppercase and lowercase level of B. Do you notice how the Uppercase B looks like balls bouncing? Great job!”
Use the primary paper on their desks and say “Now we are going to try it on our own. Just like we practiced on the worksheet! Draw one line from the top of the lines to the bottom. Now, take your pencil and go back up to the top and draw your two balls. Two small humps just like a camel. The first hump should go to the middle of the lines, and the second should go all the way to the bottom of the page connect to the straight line that we drew earlier. Great job! Now for the lowercase B. Take your pencil and draw the straight line just as we did earlier with the uppercase B. All the way from the top to the bottom. Take your pencil and start in the middle of that line, and draw a hump connecting to the bottom of the straight line so it is only one hump. You all are doing great! We are going to do 10 of these, and I will put a check on your paper so that you know you are good to move onto the next!”
Call on students to answer and find out how they knew: “Do you hear the /b/ in ‘bat’ or ‘fun?’ ‘Peak or break, ‘on or bed,’ ‘stiff or blend.’ Now, I want you to ‘bounce’ with your mouths if you can spot the /b/ sounds in these words. ‘bed, bounce, flew, speak, strength, best, flowers.’ Awesome job!”
Say: “Now we are going to look at our /b/ alphabet book called “Brown Bear, Brown Bear.” Booktalk: Have you ever wondered what the world looks like through a big brown bear’s eyes? They are huge! We are going to read a story that shows exactly who is staring back at the brown bear! It is going to be a fun story, and I wondered what types of animals we are going to see!”
Say: “Okay, I am showing this word (BEAR), and I want you to tell me if it is Bear or Care: The B tells makes our mouths part with a burst of air and b, b, bounce like a ball. Lets sound it out! Bbb-ear or Ccc-are. Oh! It is Bear! Now you try some. BLEND: Mend or Blend? MATE: Bait or Mate? SWEET: Beat or Sweet? BALL: Call or Ball? BEST: Best or Test?
Distribute the worksheet. “We are going to spell out the letter B, uppercase and lowercase, like we did earlier. You are going to do 5 of each! Then, I want you draw and color two words that start with B that we talked about today. I want you to write out the word making sure to sound out the /b/. (Leave out book so that they have options as well.”
"Lastly, I am going to give you all two sentences orally, meaning I am going to say it out loud, and I want you to write it on the sheets of paper in front of you. Make sure you are spelling the 'b'correctly like we practiced."
Assessment:
Say: "Ben's bat was blue. Ben broke his bat."
Points counted for are underlined. Out of 20 Points.
Reference:
Bill Martin Jr. Brown Bear, Brown Bear
https://thisreadingmama.com/letter-b-books-book-list/
https://en.wikipedia.org/wiki/Brown_Bear,_Brown_Bear,_What_Do_You_See%3F
https://www.amazon.com/Brown-Bear-What-You-See/dp/0805017445
Savannah Newton, Bouncing the Basketball with a B
https://savnewton.wixsite.com/mywebsite/emergent-literacy-design