Letter Bb

 Letter B

TOPIC: Letter Sound  /Bb/

OBJECTIVES:

By the end of the lesson, students will be able to:

1. Learn and practise mouth formation for the letter sound “b”

2. Blend phonemes to form /b/ words

3. Substitute initial consonant sounds to form new rhyming words

4. Learn and use basic sight words related to the “b” sound

CONTENT :

Watch the video clip below to learn the sound of "b".

Video clip 

5E MODEL LESSON PLAN

Subject: Phonics
Grade Level: Grade 1
Duration: 1 hour
Letter Sound Focus: “b”
Phoneme: /b/ as in bat
Strands Integrated: Language Arts, Science (STEM), Technology

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Lesson Objectives

By the end of the lesson, students will be able to:

1. Learn and practise mouth formation for the letter sound “b”

2. Blend phonemes to form /b/ words

3. Substitute initial consonant sounds to form new rhyming words

4. Learn and use basic sight words related to the “b” sound

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Materials Needed

• Mirror (1 per child or per pair)

• Flashcards with “b” words (e.g., bat, bug, bag)

• Magnetic letters or letter tiles

• Chart paper and markers

• STEM Build Kit (blocks, balls, and balance beam/scale)

• Sight word cards (e.g., big, but, boy, be, ball)

• Projector, chromebooks, teacher's blogsite

Let’s look at the letter sounds we have done so far.

/s/, /a/,/t/, /i/, /p/, /n/, /c/, /k/, /e/, /h/, /r/, /m/, /d/, / g/, /o/, /u/, /l/, /f/

ENGAGE (5 mins)

Objective: Spark curiosity and activate prior knowledge.

• Show a picture or toy bat, ball, and bag.

• Ask: “What do all these words begin with?”

• Let students guess. Emphasize the /b/ sound.

• Say the words slowly: “b-a-t,” “b-a-g.” Ask: “What sound do you hear first?”

• Let them imitate you and try it with their partner.

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EXPLORE (10 mins)

Objective: Discover the sound through mouth formation and sensory activity.

• Distribute mirrors. Demonstrate mouth formation: lips pressed together, then a small pop to say /b/.

• Let students practise and observe their own lips.

• Say: “Let’s bounce the ‘b’ sound with our lips like a bouncing ball: b-b-b.”

• Add a STEM link: Use a small ball to bounce and each bounce says /b/ — reinforce the link between sound and movement.

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EXPLAIN (15 mins)

Objective: Explicitly teach blending and substitution.

Blending Practice:

• Use flashcards: bat, bag, bug.

• Break the words down: “Let’s blend the sounds together: /b/ /a/ /t/ = bat”

• Have students use magnetic letters or letter tiles to build and read the words.

Substitution Practice:

• Say: “If we change the /b/ in bag to /r/, what do we get?”
  → rag

• Try: bug to hug, bun to sun

• Use a rhyming word chart to show changes.

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ELABORATE (15 mins)

Objective: Apply knowledge to STEM and reading tasks.

STEM Component:

• Build a bridge using blocks to support a ball.

• Before building, say: “Let’s say the word ball—what sound do we hear first?” /b/

• While building, every student must say a /b/ word for each block used.

Sight Word Connection:

• Introduce sight words: big, but, boy, be, ball

• Play “Sight Word Hop”: Lay cards on the ground. Students hop to each card, say the word, and use it in a sentence.

• Record a few on the board and discuss their use in a short sentence.

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EVALUATE (15 mins)

Objective: Assess learning at three different levels.

Three-Tier Evaluation

Tier	Activity	Criteria
Tier 1: Emerging	Identify and say the /b/ sound in oral activities.	Can recognize and say the /b/ sound in 2–3 example words.
Tier 2: Developing	Blend and build 3-letter /b/ words using tiles.	Can correctly blend and build at least 3 CVC words like bat, bug, bun.
Tier 3: Proficient	Substitute the beginning sound to create a new word; use sight words in a sentence.	Can create at least 3 new words by changing the beginning sound and correctly use at least 2 sight words in original sentences.

Differentiated Learning

• Visual Learners: Use images and letter tiles.

• Kinesthetic Learners: Engage with bouncing balls, block-building, and hopping games.

• Auditory Learners: Hear and repeat sounds, songs, and rhymes.

• Struggling learners: Work in small groups with picture support and fewer word choices.

• Advanced learners: Challenge them with digraphs or blending 4-letter words like bend or band.

Vocabulary / Jolly Phonics

bat, bad, bag, ban, cab, bed, beg, bet, bib, big, bin, bit, rob, bud, gug, but, cub, rub, club, crab, crib, grab, scab, bulb, belt, bent, bend, bump, best, bill, bell, boss, back, beck, buck, black, block, brick, blend

FOLLOW UP PRACTICE ACTIVITIES

1. Activity 1

2. Activity 2

3. Activity 3

4. Activity 4

5. Activity 5

6. Activity 6

7. Activity 7