Lesson 17: b /b/
Overview
Focus: b as in ball; heart word of
Graphemes and Heart Words
New grapheme: b /b/
New heart words: of
Heart words so far: the, I, and, a, is, as, said, to, do
Letter Formation Cues
Big B: Line down. Back to the top, bump to the middle, bump to the bottom.
Small b: Tall line down. Back up to the middle, curve around.
Say while modeling: "This is b. It says /b/." Have the child say the sound each time they write the letter.
Word List
Words: bin, sub, but, ban, bid, tab, sun, bit, bun, it, fib, big, tub, bog, tip, bam, pig, bag, bad, bop, bug, tug, mug, mud, mod, mop, top, ad, am, dam, dab
Made-up words (✱): bap, sup, pag, com, pib, dob
Sentences
- A cup of mud.
- Bob got a bib.
- A bug is on a bun.
Parent guide: what to say for each slide
Use only previously taught letters and sounds during review before New Concept. Have paper, a marker, and letter tiles ready. Say sounds where slashes appear. For sentence dictation, keep the goose slide showing, read the sentence aloud, and reveal the next slide only after writing.
Slide 1 — Welcome to Lesson 17
SAY
Today we’ll practice our sounds and learn b. Then we’ll read words and sentences together.
Today we’ll practice our sounds and learn b. Then we’ll read words and sentences together.
LISTEN FOR
Gets ready.
Gets ready.
PARENT TIP
Have the known letter tiles and b ready. Introduce b when you reach the New Concept section.
Have the known letter tiles and b ready. Introduce b when you reach the New Concept section.
Slide 2 — Blending Practice
SAY
Listen to my sounds. Put them together to tell me the whole word.
Listen to my sounds. Put them together to tell me the whole word.
LISTEN FOR
Let your child settle into the next activity.
Let your child settle into the next activity.
Slide 3 — Listen and blend
SAY
What word is /ĭ/ /t/? Now /s/ /ĭ/ /t/. Now /s/ /ĭ/ /p/. Now /t/ /ĭ/ /p/.
What word is /ĭ/ /t/? Now /s/ /ĭ/ /t/. Now /s/ /ĭ/ /p/. Now /t/ /ĭ/ /p/.
LISTEN FOR
it; sit; sip; tip.
it; sit; sip; tip.
PARENT TIP
Parent-supplied prompts for the ear picture. These words use letters already taught. Do not introduce /b/ during this review.
Parent-supplied prompts for the ear picture. These words use letters already taught. Do not introduce /b/ during this review.
Slide 4 — Segmenting Practice
SAY
Now listen to a whole word and tell me each sound you hear.
Now listen to a whole word and tell me each sound you hear.
LISTEN FOR
Let your child settle into the next activity.
Let your child settle into the next activity.
Slide 5 — Listen and segment
SAY
Say pit. Tell me its sounds. Now do fit. Now do tap.
Say pit. Tell me its sounds. Now do fit. Now do tap.
LISTEN FOR
pit: /p/ /ĭ/ /t/; fit: /f/ /ĭ/ /t/; tap: /t/ /a/ /p/.
pit: /p/ /ĭ/ /t/; fit: /f/ /ĭ/ /t/; tap: /t/ /a/ /p/.
PARENT TIP
Parent-supplied prompts for the ear picture. Tap one finger per sound. These three words each have three sounds.
Parent-supplied prompts for the ear picture. Tap one finger per sound. These three words each have three sounds.
Slide 6 — Visual Drill
SAY
Tell me the sound of each letter as it appears.
Tell me the sound of each letter as it appears.
LISTEN FOR
Let your child settle into the next activity.
Let your child settle into the next activity.
Slide 7 — Visual drill i
SAY
What sound does this letter spell?
What sound does this letter spell?
LISTEN FOR
/ĭ/
/ĭ/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed, then let your child try.
Ask for the sound rather than the letter name. Model once if needed, then let your child try.
Slide 8 — Visual drill g
SAY
What sound does this letter spell?
What sound does this letter spell?
LISTEN FOR
/g/
/g/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed, then let your child try.
Ask for the sound rather than the letter name. Model once if needed, then let your child try.
Slide 9 — Visual drill a
SAY
What sound does this letter spell?
What sound does this letter spell?
LISTEN FOR
/ă/
/ă/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed, then let your child try.
Ask for the sound rather than the letter name. Model once if needed, then let your child try.
Slide 10 — Visual drill s
SAY
What sound does this letter spell?
What sound does this letter spell?
LISTEN FOR
/s/
/s/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed, then let your child try.
Ask for the sound rather than the letter name. Model once if needed, then let your child try.
Slide 11 — Visual drill p
SAY
What sound does this letter spell?
What sound does this letter spell?
LISTEN FOR
/p/
/p/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed, then let your child try.
Ask for the sound rather than the letter name. Model once if needed, then let your child try.
Slide 12 — Auditory Drill
SAY
Listen, say the sound back, and write the letter that spells it.
Listen, say the sound back, and write the letter that spells it.
LISTEN FOR
Let your child settle into the next activity.
Let your child settle into the next activity.
Slide 13 — Listen and write three letters
SAY
Listen to my sound. Say it back, then write the letter that spells it.
Listen to my sound. Say it back, then write the letter that spells it.
LISTEN FOR
/d/ → d; /g/ → g; /ŭ/ → u
/d/ → d; /g/ → g; /ŭ/ → u
PARENT TIP
Give only three sounds, one at a time, in this order: /d/, /g/, /ŭ/. Keep the answer slide hidden until your child has written the letters.
Give only three sounds, one at a time, in this order: /d/, /g/, /ŭ/. Keep the answer slide hidden until your child has written the letters.
Slide 14 — Check your three letters
SAY
Let’s check your writing. Point to each letter and tell me its sound. Watch how the letter is made, then try it once more.
Let’s check your writing. Point to each letter and tell me its sound. Watch how the letter is made, then try it once more.
LISTEN FOR
d, g, u
d, g, u
PARENT TIP
These are the three letters shown. Pause or replay the formation animations as needed.
These are the three letters shown. Pause or replay the formation animations as needed.
Slide 15 — Word Building
SAY
Let’s use our known letters to build and read.
Let’s use our known letters to build and read.
LISTEN FOR
Let your child settle into the next activity.
Let your child settle into the next activity.
Slide 16 — Get the letter tiles ready
SAY
Put your letter tiles where you can reach them. I’ll say a word. You’ll say the sounds, choose the letters, and read the word you built.
Put your letter tiles where you can reach them. I’ll say a word. You’ll say the sounds, choose the letters, and read the word you built.
LISTEN FOR
Gets the known letters ready.
Gets the known letters ready.
PARENT TIP
The board picture is a cue to use your own tiles or letter cards. Use the letters your child has learned; the decorative letters in the picture are not the word list.
The board picture is a cue to use your own tiles or letter cards. Use the letters your child has learned; the decorative letters in the picture are not the word list.
Slide 17 — Build words with tiles
SAY
I’ll say a word. Say each sound, choose the letters, and read the word you built. Our review words are gig, pig, dig.
I’ll say a word. Say each sound, choose the letters, and read the word you built. Our review words are gig, pig, dig.
LISTEN FOR
gig: /g/ /ĭ/ /g/; pig: /p/ /ĭ/ /g/; dig: /d/ /ĭ/ /g/.
gig: /g/ /ĭ/ /g/; pig: /p/ /ĭ/ /g/; dig: /d/ /ĭ/ /g/.
PARENT TIP
Use only letters and sounds from earlier lessons. Keep today’s new concept out of this review; introduce it in the New Concept section.
Use only letters and sounds from earlier lessons. Keep today’s new concept out of this review; introduce it in the New Concept section.
Slide 18 — New Concept
SAY
Now we are going to learn a new letter.
Now we are going to learn a new letter.
LISTEN FOR
Let your child settle into the next activity.
Let your child settle into the next activity.
Slide 19 — Meet the letter b
SAY
This is b. It says /b/. Watch how we write it. Big B: Line down. Back to the top, bump to the middle, bump to the bottom. Small b: Tall line down. Back up to the middle, curve around.
This is b. It says /b/. Watch how we write it. Big B: Line down. Back to the top, bump to the middle, bump to the bottom. Small b: Tall line down. Back up to the middle, curve around.
LISTEN FOR
Says /b/ when shown the letter.
Says /b/ when shown the letter.
PARENT TIP
Say the sound as a short, quick /b/ without adding an extra vowel sound (/buh/). Watch for b and d reversals. A cue: b starts with a tall line (the bat), then the ball.
Say the sound as a short, quick /b/ without adding an extra vowel sound (/buh/). Watch for b and d reversals. A cue: b starts with a tall line (the bat), then the ball.
Slide 20 — Find different forms of b
SAY
These letters look a little different, but they are all b. Can you find a capital one? Can you find a lowercase one? They can all spell /b/.
These letters look a little different, but they are all b. Can you find a capital one? Can you find a lowercase one? They can all spell /b/.
LISTEN FOR
Points to uppercase and lowercase forms; says /b/.
Points to uppercase and lowercase forms; says /b/.
PARENT TIP
Use this as letter recognition practice. There is no need to name every font or trace every example.
Use this as letter recognition practice. There is no need to name every font or trace every example.
Slide 21 — B is a Consonant
SAY
Look at how your mouth moves when you say /b/. Say it with me: /b/.
Look at how your mouth moves when you say /b/. Say it with me: /b/.
LISTEN FOR
Says /b/ while watching the mouth picture.
Says /b/ while watching the mouth picture.
PARENT TIP
The speaker icon shows that /b/ is a voiced sound. Keep the sound short and avoid adding /uh/ (/buh/).
The speaker icon shows that /b/ is a voiced sound. Keep the sound short and avoid adding /uh/ (/buh/).
Slide 22 — Beginning sounds
SAY
Ball starts with /b/. Bug starts with /b/. Say the first sound with me.
Ball starts with /b/. Bug starts with /b/. Say the first sound with me.
LISTEN FOR
Says /b/ for ball and bug.
Says /b/ for ball and bug.
PARENT TIP
Point to the b at the start of each word. Keep /b/ short and avoid adding /uh/.
Point to the b at the start of each word. Keep /b/ short and avoid adding /uh/.
Slide 23 — Ending sound
SAY
Tub ends with /b/. Say the last sound with me.
Tub ends with /b/. Say the last sound with me.
LISTEN FOR
Says /b/ for the last sound in tub.
Says /b/ for the last sound in tub.
PARENT TIP
Point to the b at the end of the word. Keep /b/ short and avoid adding /uh/.
Point to the b at the end of the word. Keep /b/ short and avoid adding /uh/.
Slide 24 — Blend the sounds
SAY
Point to each letter and say its sound: /b/ /ŭ/ /g/. Now blend them together and read the word.
Point to each letter and say its sound: /b/ /ŭ/ /g/. Now blend them together and read the word.
LISTEN FOR
bug
bug
PARENT TIP
Slide your finger under the letters from left to right as your child says each sound.
Slide your finger under the letters from left to right as your child says each sound.
Slide 25 — Write lowercase b
SAY
Watch how to write small b. Tall line down. Back up to the middle, curve around. Now you try.
Watch how to write small b. Tall line down. Back up to the middle, curve around. Now you try.
LISTEN FOR
Writes b and says /b/.
Writes b and says /b/.
PARENT TIP
Watch for b and d reversals. A cue: b starts with a tall line (the bat), then the ball.
Watch for b and d reversals. A cue: b starts with a tall line (the bat), then the ball.
Slide 26 — Write uppercase B
SAY
Watch how to write big B. Line down. Back to the top, bump to the middle, bump to the bottom. Now you try.
Watch how to write big B. Line down. Back to the top, bump to the middle, bump to the bottom. Now you try.
LISTEN FOR
Writes B and says /b/.
Writes B and says /b/.
PARENT TIP
Let your child trace in the air first if that helps.
Let your child trace in the air first if that helps.
Slide 27 — Tell b and d apart
SAY
Point to b. Say /b/. Now point to d. Say /d/. How do the letters look different?
Point to b. Say /b/. Now point to d. Say /d/. How do the letters look different?
LISTEN FOR
Identifies b and d and gives the correct sounds.
Identifies b and d and gives the correct sounds.
PARENT TIP
For b, start with a tall line, then the curve. For d, start with the curve, then the tall line.
For b, start with a tall line, then the curve. For d, start with the curve, then the tall line.
Slide 28 — Heart Words
SAY
Some words have parts that do not follow the usual sound rules. We call them heart words. Today’s heart word is “of”.
Some words have parts that do not follow the usual sound rules. We call them heart words. Today’s heart word is “of”.
LISTEN FOR
Let your child settle into the next activity.
Let your child settle into the next activity.
Slide 29 — Heart word: of
SAY
This word is “of”. Say it with me: of. Some of the letters in this word do not say their usual sounds, so we learn it by heart.
This word is “of”. Say it with me: of. Some of the letters in this word do not say their usual sounds, so we learn it by heart.
LISTEN FOR
Says “of”.
Says “of”.
PARENT TIP
Have your child say the word, spell it aloud, and say it again.
Have your child say the word, spell it aloud, and say it again.
Slide 30 — Reading
SAY
Now we are going to read some sentences.
Now we are going to read some sentences.
LISTEN FOR
Let your child settle into the next activity.
Let your child settle into the next activity.
Slide 31 — Sentence 2
SAY
Read this sentence. Sound out any word you need to.
Read this sentence. Sound out any word you need to.
LISTEN FOR
Bob got a bib.
Bob got a bib.
PARENT TIP
Bob starts with a capital letter because it is a name.
Bob starts with a capital letter because it is a name.
Slide 32 — Sentence 3
SAY
Read this sentence. Sound out any word you need to.
Read this sentence. Sound out any word you need to.
LISTEN FOR
A bug is on a bun.
A bug is on a bun.
PARENT TIP
Celebrate the effort. If your child stumbles, point to the word and sound it out together.
Celebrate the effort. If your child stumbles, point to the word and sound it out together.
Slide 33 — Sentence dictation — listen and write
SAY
Listen to this sentence: Bob got a tub of mud. Say the whole sentence back to me. Now write it.
Listen to this sentence: Bob got a tub of mud. Say the whole sentence back to me. Now write it.
LISTEN FOR
Bob got a tub of mud.
Bob got a tub of mud.
PARENT TIP
Do not show the sentence before dictating it. Keep the goose-writing cue on screen. Say the sentence twice at a natural pace. Let your child repeat it, write it, and reread their own writing. Check the new concept, capitals, spaces, and punctuation. Then go to the NEXT slide to reveal the sentence and check together.
Do not show the sentence before dictating it. Keep the goose-writing cue on screen. Say the sentence twice at a natural pace. Let your child repeat it, write it, and reread their own writing. Check the new concept, capitals, spaces, and punctuation. Then go to the NEXT slide to reveal the sentence and check together.
Slide 34 — Sentence reveal and check
SAY
Now let’s check the sentence you wrote. Read your writing, then compare it with this sentence.
Now let’s check the sentence you wrote. Read your writing, then compare it with this sentence.
LISTEN FOR
Bob got a tub of mud.
Bob got a tub of mud.
PARENT TIP
This is the first time your child sees the complete dictation sentence. Check the new concept, capitals, spaces, and punctuation. Help with previously taught heart words as needed.
This is the first time your child sees the complete dictation sentence. Check the new concept, capitals, spaces, and punctuation. Help with previously taught heart words as needed.
Slide 35 — Good Bye
SAY
Great job today! We learned the letter b and the sound /b/, and we learned the heart word “of”.
Great job today! We learned the letter b and the sound /b/, and we learned the heart word “of”.
LISTEN FOR
Says /b/ when shown b.
Says /b/ when shown b.
PARENT TIP
Celebrate the effort. Keep practice short and positive.
Celebrate the effort. Keep practice short and positive.
Slide 36 — Copyright
SAY
This slide is for the teacher or parent. There is nothing to read aloud.
This slide is for the teacher or parent. There is nothing to read aloud.
LISTEN FOR
Nothing for your child to do here.
Nothing for your child to do here.
Workbook Pages
Letter formation
Do: Trace the big and small B and b. Circle the best one in each row. Say /b/ each time you write it.
If stuck: "Show me where you start." Model once on a whiteboard, then have the child copy it there before the page.
Letter sort
Do: Cut out the letter cards. Glue every B and b under ✓, even when it looks different. Glue the letters that are not b under ✗.
Missing sound
Do: Name the picture. Say the word slowly and listen for the first sound. Circle the letter that makes it, write it in the empty box, then read the word.
If stuck: "Say the picture name slowly. What sound is at the start?"
New heart word
Do: Read the heart word. The ♡ marks the part to remember. Trace it, fill in the missing letters, color it (the ♡ part in red, the rest any color), write it, then circle it every time you find it.
Say: "This is a heart word. Most of it follows the sounds we know. The heart shows the part we learn by heart."
If stuck: "Which part can we sound out? Which part has the heart, the part we remember?"
Roll and read
Do: Roll a die. Find the column with the same dots and read the next word in it. Keep rolling until every word is read. The ✱ row has made-up words.
If stuck: Point to the letter they missed: "Check this sound." Then "Say the sounds, now blend them fast."
Reading fluency
Do: Read the heart words, then the phrases, then the sentences. Tick each sentence box after reading it. Read the page again the next day and listen for smoother reading.
Word ladder
Do: Read the ladder from the bottom up. Only one sound changes each step. Then write the words your grown-up says (Teacher's Guide).
Say: Dictate in order: bad → ad → am → bam → dam → dab.
If stuck: "What changed? Which sound is different from the word before?"
Dictation
Do: Read each sentence from the Teacher's Guide two times. The child says it back, counts the words on their fingers, then writes it on the lines. Check for a capital letter, spaces between words, and an end mark.
Say: Dictate: 1. "A cup of mud."
Watch For
- b and d reversals. Cue: b starts with a tall line (the bat), then the ball.
- Adding /uh/: /buh/.
Game: Sort the d and b
Materials
- Two cups or containers
- Marker
- Index cards or paper strips for the word cards
- Optional: a small picture clue for each letter
Get ready
Write a lowercase d on one container and a lowercase b on the other. Write one word on each card.
Word cards
Starts with d: dad, dip, dig, dot, dug, dim, did
Starts with b: bad, bag, big, bin, bud, bug, bus, bat, bit, bun
How to play
- Mix up the word cards.
- The child reads each word and puts it in the container with the same first letter.
- When all the cards are sorted, read each container's words together.
Helpful cues
For b, start with a tall line (the bat), then the ball. For d, curve around like c, then make the tall line.
This game also works well in Lesson 19.