CTRE 3710: The Bouncing Bunny - Emergent Literacy

The Bouncing Bunny

Emergent Literacy

Anna Kochenour


Rational: To learn to read and spell words, children need the alphabetic insight that letters stand for phonemes and spelling maps out the phonemes in spoken words. Before children can match letters to phonemes, they have to recognize phonemes in spoken word contexts. There are many consonants that children have to learn. This lesson will help children identify /b/. It often gets confused with /d/ a lot so we are going to focus on /b/ to make sure a child can tell the difference between the two. They will recognize /b/ in spoken words, a letter symbol, and then practice finding /b/ in words.

  • Primary paper and a pencil

  • Picture of a bouncing bunny

  • Note cards with these words, one on each card: blue, boat, ball, box, bingo, Ben

  • Tongue tickler on chart, "Ben’s bouncing bunny bit Betsey.”

  • Piece of white copy paper and markers

  • Book: Little Bunny by Lisa McCue


Today we are going to learn how to recognize the /b/ sound.

Repeat after me, bouncing bunny. What does bouncing and bunny have in common? That’s right the sound /b/. Today we will be focusing on the /b/ sound. Let’s make the /b/ sound together.

Lets now try a tongue tickler! Present the child a picture with the tongue tickler on it and say it together. Ben’s bouncing bunny bit Betsey. Repeat once more. Now we are going to say it together but we are going to drag out the /b/ sound.

Lets look at some more words that have the /b/ sound in them. Show the child the note cards and practice saying the words together and finding the /b/ sound in each word. Example: The first card reads blue. Let’s say blue together. Do you hear /b/ in blue?

Now take out the primary paper and a pencil. Let's practice making the letter b. Start out at the rooftop and make a straight line down to the sidewalk. Pick up the pencil and start at the fence and make a c, circle and connect it with the line at the sidewalk.

Now let's see if you can detect the /b/ sound in a few spoken words. 

Do you hear the /b/ sound in…

  • blue or red
  • little or big
  • top or bottom
  • box or square

Following I will read Little Bunny by Lisa McCue

I will assess the student by letting the child draw four different things that have the /b/ sound. One must be thought up on their own. The child can use three words we have already talked about such as bunny.



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