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Title
Letter Name Recognition – Bb
Lesson Objective
The student will be able to identify, name, and write the capital and lowercase letters Bb
Background Information for Teacher
Display the mnemonic card for Bb for reference throughout the lesson. Words in bold will be said aloud by teacher.
Student Prior Knowledge
N/A
Materials:
Bb mnemonic card or complete mnemonic alphabet poster
Student Page 1
Step-by-Step Guided Lesson
Step 1: Start Video
(Tips: Interact with the video by pausing, to ask questions or discuss information viewed with student.)
Step 2: Teach Lesson
Take a look at this letter. It is the letter B. Say it with me this time: B. Point to the capital letter B and say: This is the capital
letter B. Capital letters are tall letters. This one is a straight line and two curved lines. To help me remember, I think of
buttons when I think of the capital B. Point to the lowercase letter b and say: This is the lowercase letter b. This lowercase
letter is a tall letter. Tell me a way that the lowercase b looks different from the capital B? How do they look the same?
Pause for the student response.
The lowercase b resembles a bat and ball. To help me remember what a lowercase b looks like, I think of a bat and ball like
this. Point to mnemonic illustration. The uppercase letter B reminds me of buttons, and the lowercase letter b reminds me of a
bat and ball. What does B look like to you? Now I will show you how to write the letter b. Let’s start with the capital B. Watch
me first. Demonstrate how to write capital B on a board or on paper while indicating start points and directionality. Then lead the
student in tactile/kinesthetic ways to write the B, such as “writing” in the air or on the palm of their hands. It is suggested that you
have lines already on the board to indicate the baseline, midline, and top line.
1. To write capital B, I start at the top on the line. I pull my pencil down to the baseline and stop. Go back up to
where I started. Curve around and around, like bumps.
2. I need to read the letter I wrote: B. Touch under the letter to demonstrate one-to-one.
3. Now I have written a capital B!
This time, you will practice writing a capital B with me, but we will write them in the air. Remember to look at the B I wrote
on the board if you need help. Turn your back to the student to air-write the letter, or write it backward if you face the student.
1. If you model air-writing the letter facing the student and do not start on the left, then the student may learn to form the
letter with the wrong directionality.
2. As you are modeling the air-written letter, narrate the movements clearly as you are doing them. Use the same
language each time so the student can create an internal monologue of the letter formation.
The student may hold their pencils to air-write.
1. Get your pencil ready to air-write capital B! Model how to hold the pencil in the air.
2. Where should we start when we write capital B? Do we start at the top or the bottom? (top) Get your pencil
3. I pull my pencil down and stop. Go back to the top where you started. Then curve around and around.
4. Let’s read the letter we wrote: B. Touch under the letter to demonstrate one-to-one.
5. You’ve written capital B!
Repeat this process a couple of times. Repeat the process with the student “writing” with their pointer finger on the palm of their other
hand while iterating the steps to engage tactile modality.
Repeat the modeling, air-writing, and palm-writing with lowercase b.
1. To write lowercase b, I need to start at the top line because lowercase b is a tall letter.
2. I pull my pencil down, back up, and around.
3. I need to read the letter I wrote: b. Touch under the letter to demonstrate one-to-one.
4. Now I have written a lowercase b!
This time, you will practice writing a lowercase b with me, but we will write them in the air. Remember to look at the
lowercase b I wrote on the board if you need help. Turn your back to the student to air-write the letter, or write it backward if you
face the student.
1. If you model air-writing the letter facing the student and do not start on the left, then the student may learn to form the
letter with the wrong directionality.
2. As you are modeling the air-written letter, narrate the movements clearly as you are doing them. Use the same
language each time the student can create an internal monologue of the letter formation.
The student may hold their pencil to air-write.
2. Since lowercase b is a tall letter, where should I put my pencil in the air? Should I stretch my arm tall like this
(reach arm up as if starting on the imaginary top line), or should I start here (bend arm and place hand at a midpoint
in the air)? Make sure the student is starting at the correct spot.
3. I pull my pencil down, back up, and around.
4. Let’s read the letter we wrote: b. Touch under the letter to demonstrate one-to-one.
5. You’ve written a lowercase b!
Have the student complete the Student Practice Page. (Step 3)
Step 3: Complete the worksheet attached below.
Worksheets needed to complete the lesson
Step 4: Review. Start the next lesson with the game or activity attached below for review so the student can demonstrate
understanding of this lesson before moving forward.
The Rainbow Alphabet Salt Tray (offline) activity
You will need a tray or a shoe box lid, some colorful construction paper, glue and salt. Cut out various strips of construction paper
and glue them on the inside of the tray/shoe box lid until it is nice and colorful. Then pour the salt inside the lid. Have the student
review the previous lessons by using their finger to draw the letter from the lesson. Be creative.
Submit your completed activity and earn \$3 FunBucks!