Lesson 17 Consonant BB

Phonics
LESSON 17 Letter Bb /b/

CARDS WORKSHEETS DECODABLE BOOK
Bb sound/symbol card Phonemic awareness Big Bad Bat
Bb picture cards Phonics
Bb letter cards Practice sheet
Decodable word cards: Workmat
teacher and student sets
High-frequency word cards
Game board, place
markers, and die
Phonemic Awareness
Materials: Picture cards, phonemic awareness worksheet
• Say the word bat and emphasize the /b/ sound: /b/ /at/. Have students listen for the
/b/ sound at the beginning of the word as you repeat it. Then have them say the word.
• Tell students you are going to say some words. Some of the words begin with /b/ and
other words do not. Tell them they should say /b/ whenever they hear the /b/ sound at
the beginning of a word. Say the following words one at a time, allowing time for student
response: sun, bike, boy, tuna, door, big, balloon, ant, bug.
• Say the word knob, emphasizing the /b/ sound, and ask students what sound they hear at
the end. Tell them that sometimes they can hear the /b/ sound at the end of words. Say
the following words one at a time, and ask students to say /b/ whenever they hear /b/ at
the end of a word: cub, glass, cup, lab, run, job.
• Mix up the picture cards and place them in a pocket chart or along the chalkboard ledge
as you name each one. Ask individual students to help you sort the pictures according to
those that start with the /b/ sound and those that end with the /b/ sound.
• Play I Spy. Look around the room to find things whose names start/end with the /b/
sound, such as ball, basket, box, broom, book, blocks, and knob. Give clues until students
identify the item which begins/ends with the /b/ sound.
• Give students the phonemic awareness worksheet for extra practice.
© ProQuestLearningPage 1 http://www.readinga-z.com
Phonics
LESSON 17 Letter Bb /b/ continued
Introduce the Sound/Symbol Relationship for Bb /b/
Materials: Sound/symbol card
• Show students the sound/symbol card for Bb. Read the word ball and point out that the
letter b stands for the /b/ sound in ball. Have students listen for the /b/ sound as they
read the word with you.
• Have a volunteer come up and point to the letter in the word ball that stands for the
/b/ sound.
• Write the following silly sentence on the board: Ruby Babbit rubbed and scrubbed Bob’s
elbow with a bristly brush until he grumbled and begged her to stop. Read it to students and
have them listen for words with /b/.
• Have volunteers underline or circle each word in which they hear a /b/ sound.
• Read the sentence again, emphasizing the /b/ sound. Track each word with your finger.
Blend the Sounds

Materials: Decodable teacher word cards
• Place the decodable teacher word cards big, bad, bet, bin, and Bob in a pocket chart
or along the chalkboard ledge. Ask students what the five words have in common. If
students don’t respond, point out they all begin with the /b/ sound. Ask them to tell you
the letter that stands for the /b/ sound.
• Demonstrate sounding out the first word by saying each sound as you run your finger
under the word: /b/ /iii/ /g/. Hold the sounds, except for stop sounds, for one second.
Then say the word quickly: big
• Have students sound out the word with you.
• Repeat the process with the words bad, bin, bet, and Bob. Ask students why the word Bob
begins with a capital letter.
• Place the words Deb and Bob in a pocket chart or along the chalkboard ledge. Ask
students what is the same about the words. If students don’t respond, point out that
they both end with the /b/ sound.
• Have students sound out both words, one at a time, holding the sounds and blending
them together.
Phonics
Cumulative Review/Practice Sounds
Materials: Decodable student word cards, game board, place markers, die
• Line up the decodable student word cards in the pocket chart or along the chalkboard
ledge. Tell students that they have already learned the sounds to say these words. Point
to each word and read it with students. Then have individual students read the words. If
students have difficulty reading a word, model how to blend the sounds to sound it out.
• Have students take turns sorting the cards into groups according to the beginning sound.
Repeat, having students sort the words according to the final sound and the patterns of
sound within the words. Students can also sort the words according to those that begin
or end with /b/ and those that don’t.
• If time allows, give groups of students a set of the decodable student word cards, a copy
of the game board, place markers, and a die. Have students take turns throwing the die,
turning over a card to read it, and moving along the game board the number of spaces
indicated on the die if the word is read correctly.
Spell Decodable Words

Materials: Letter cards, workmats
• Give students the letter cards and a copy of the workmat. Have them line up the letters
b, i, and g under the boxes on their workmat. Say the word big slowly. As you say the
sounds, demonstrate how to push up each sound into a box on the workmat. Repeat and
have students do theirs along with you.
• As you model, have students line up the letters B, o, and b under the boxes on their
workmat. Say the word Bob. Ask students what sounds they hear in the word. Then have
them push up the letters one at a time as they say the sounds. Ask them why Bob starts
with a capital letter. Remind them that Bob is a name and names are capitalized.
• Ask students what letters they need to spell the word bet. Have students use their
workmat to spell the word bet.
• Repeat the process with the words Deb, bad, and bin.
• Using the letter cards, have students practice blending, segmenting, and building
one-syllable words. Make sure they say aloud the sound that goes with each letter
as they are blending and segmenting. Encourage them to make sentences using the
words they have made, along with the high-frequency words they have been previously
introduced to.
Phonics
Introduce New High-Frequency and Story Word: she
Materials: High-frequency word cards
• Tell students they are going to learn a new word that they need to be able to recognize
and read quickly. Hold up the high-frequency word card she and read the word. Have
students read it with you. Have students write the word she in the air with their finger
as you spell it out loud with them, pointing to each letter on the card as you say the
letter name.
Practice High-Frequency Words

Materials: High-frequency word cards
• Tell students they are going to practice quickly reading the new word and words from
other lessons. Use all the high-frequency word cards. Flash the words one at a time.
If students do not know a word, tell them what it is. Mix up the cards and repeat the
process several times.
• Write several of the review words on the board and have students read them with you.
Have students choose one of the words. Without students seeing, erase one of the letters
in the word. Ask students what letter is missing. Replace the missing letter and repeat
with the other words.
• Place the high-frequency word cards face down in a pile. Give each student the
opportunity to take one of the cards off the pile, read the word aloud to the class, and
hold it up while the rest of the class repeats the word. Then have the student use the
word in a sentence.
• Place a set of the high-frequency word cards in the reading center for further practice,
or provide students with individual sets of words for practice with a partner.
Read Words and Phrases

Materials: Practice sheet
• Before students read the book, use the practice sheet to practice reading the words they
will encounter in the book. Have them sound out each decodable word in rows 1 and 2
sound by sound as they run their fingers under the word.
• Have them read each high-frequency word in rows 3 and 4 quickly.
• Then have them practice reading the phrases and sentences.
• If students are having difficulty reading the words, provide more practice in blending
and spelling the words before they move on to the decodable book.
Phonics
Read the Decodable Book
Materials: Decodable book Big Bad Bat
• Show students the cover of the book. Have them read the title with you as you run your
finger under each word. Ask students what they see in the picture and what they think
the story might be about.
• Turn to page 3 and ask students to count the words that start with /b/ (7).
• Have students tell what is happening on page 4. Say: Mem got a toy. Which word on this
page do you think says toy? Point to the word and have students repeat it with you. Ask
students what sound toy starts with.
• Turn to page 8 and ask the students what Mem and Bob are doing. Remind them that
another word for dance is bop.
• Give students their books. Read the first page together as you model how to sound out
decodable words and read high-frequency words quickly. If you think students are able
to read the book on their own, have them continue reading the book independently. If
you think students need more support, continue to read the book with them.
• After reading the book, ask volunteers to read their favorite sentences in the book.
Have them tell you what the bat did with the toy.
More Practice
Materials: Phonics worksheet
• Have students complete the phonics worksheet.
Phonics
SOUND/SYMBOL CARD Phonics Lesson 17: Bb /b/
B b
ball
© ProQuestLearningPage http://www.readinga-z.com
Phonics
PICTURE CARDS Set 1 Phonics Lesson 17: Bb /b/
#
Phonics
PICTURE CARDS Set 2 Phonics Lesson 17: Bb /b/
#
Phonics
LETTER CARDS Phonics Lesson 17: Bb /b/
#
B b n a
p m s t
o d e h
f g i
Phonics
WORD CARDS Decodable Phonics Lesson 17: Bb /b/
#
big Deb
bad bet
bin Bob
Phonics
WORD CARDS Decodable Phonics Lesson 17: Bb /b/
#
big beg Deb bad
bet bin Bob ban
tip got get hip
not had ten fan

Phonics
WORD CARDS High-frequency words 1 Phonics Lesson 17: Bb /b/
#
she his
no was
this you
do for
Phonics
WORD CARDS High-frequency words 2 Phonics Lesson 17: Bb /b/
#
like did
said they
are has
cannot put
Phonics
GAME BOARD Phonics Lesson 17: Bb /b/
Phonics
WORKSHEET Phonemic awareness Phonics Lesson 17: Bb /b/
Name:_________________________ Date:____________
Teacher Instructions: Have students cut out the pictures that begin or end with the
/b/ sound and paste them in the bucket at the top of the page.
Phonics
WORKSHEET Phonics Phonics Lesson 17: Bb /b/
Name:_________________________ Date:____________
A big bad bat A bag on top of a bin
Bob and Ben bop A bit of ham
A big cat A bag with dots

Teacher Instructions: Have students read each phrase and then draw a picture to go with
it. Have them circle all the words with the /b/ sound.
Phonics
PRACTICE SHEET Phonics Lesson 17: Bb /b/
1 Bob • big • bad • bat

New
words bag • bin • bop
2 get • at • Mem • got
Reviewed
words it • not • hop
3 she
New
h-f word
a • and • can • from • did

4 he • was • put • no • in
Reviewed
h-f words
see • the • they • with
big bad bat can see
5 bop with the big bad bat
Phrases
did not bop with Bob

Did Mem get the big
6 bad bat?
Sentences
Mem and Bob can bop
at the hop.
Phonics
WORKMAT Phonics Lesson 17: Bb /b/

Lesson 17 Consonant BB

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Phonics

LESSON 17 Letter Bb /b/

Blend the Sounds

Spell Decodable Words

Practice High-Frequency Words

Read Words and Phrases

big beg Deb bad

bet bin Bob ban

tip got get hip

not had ten fan

A big bad bat A bag on top of a bin

Bob and Ben bop A bit of ham

A big cat A bag with dots

1 Bob • big • bad • bat

a • and • can • from • did

did not bop with Bob

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