Letter B

Subject: Reading & Language

Grade Level: Kindergarten

Time Frame: 45 min.

Standards:   

Print Concepts

  • CCSS.ELA-Literacy.RF.K.1D-Recognize and name all upper- and lowercase letters of the alphabet.

Phonics and Word Recognition

  • CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.

Conventions of Standard English

Phonological Awareness

Topic: Letter B

Objectives:

  • Identify and name the letter B
  • Produce the sound for letter B
  • Write both upper- and lower-case letter B

Instructional Materials:

Anticipatory Set: To introduce the lesson students will search for a ticket to the rug at their table.  Each table will have a object from the “Berenstains’ B Book” as well as other random objects.  In order for their table to come to the rug, students must find the B object and tell the teacher what it is.  When students are at the rug, the teacher will go over the sound for the letter B, and what the letter B looks like.  Students will be told to listen for their object during the story.

Instructional Procedures: 

  1. To begin the lesson the teacher will read “The Berenstains‘ B Book”, telling students to listen for the letter B and where their B object is in the book.
  2.   After the teacher has read the book,  students will have a chance to identify and find the letter B in the book.  They will be given a pointer to show where the letter B is on a page, each student will have a turn as the teacher goes through the book. (Day 1)
  3.   The students will then watch the B video to practice making the sound and learn how to write the upper- and lower-case letter.  While the video is showing how to write the letter, students will “air write” the letter at the rug.
  4. After students have watched the video, they will do a practice writing sheet for the letter B. (Day 2)
  5. For more practice on identifying the letter B as well as forming both upper- and lower-case letters, students will do center rotations.  Each center will be 10 minutes long, with 5 minutes of directions before-hand as a class.  Before the students visit the centers they will watch the letter B video as a refresher on the sounds and letter formation.  The centers for letter B include letter poster, playdough letters, which letter will win, and rice pan search. (Day 3)
  6. Students will then practice identifying the letter B in text as a class by reading a short story on the letter B.  They will read the  DLTK book as a class but students will have their own copies, where they will highlight the letter B where they find it. (Day 4)

Closure: As a wrap-up and closure for the lesson, students will practice identifying the letter B and the sounds by doing a class picture sort at the rug.  The teacher will fill a bin with objects that begin with the letter B, as well as ones that do not.  Each student will have a chance to pick an object out of the bin that begins with the letter B.  At this time the teacher will also give students a chance to share their alphabet search object for that week (see lesson introduction for instructions).  Once students have had a chance to share, the teacher will introduce the letter movement for that week. (Day 5)

Formative Assessment: Students will be assessed based on their completed worksheets for the letter B, as well as their participation in class discussions during the picture sort and the reading of “ The Berenstains’ B Book”.  The worksheets that will be turned in to be assessed for completion include the writing practice sheet, letter poster, and which letter will win.

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