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The Big B Bonanza for C!

Subject: Early Literacy

Topic: Introduction to the Letter B (sound and shape)

Age Group: 2 Years Old

Time Allotment: 30-40 minutes (broken into small, flexible segments)

For Bubble B's: Bubble solution and wand.
For Bear's Big Blue Box: A box (preferably blue), a small teddy bear, several blue items (e.g., blue block, blue ball, blue crayon), and several items that are not blue.
For Letter B Building: Building blocks (like Duplos or Mega Bloks) or play-doh.
For Bouncing Balls: One or more balls of various sizes.
For Book Time: A book featuring the letter B (e.g., Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. or any simple alphabet book).
Optional: Large piece of paper and a blue crayon/marker, speakers for a song.

By the end of this lesson, student C will be able to:

Goal: To introduce the /b/ sound in a fun, musical way.
Procedure:
1. Sit with C and say, "We are going to learn a brand new letter today! It's the letter B. B makes the sound /b/ /b/ /b/, like a bouncy ball!"
2. Bounce on your bottom as you make the sound. Encourage C to bounce with you.
3. Sing a simple song to the tune of "Twinkle, Twinkle, Little Star":
  "Bouncy, bouncy, letter B,
  /B/ is the sound for me.
  Bubbles, bears, and big blue balls,
  Bouncing 'til we have to crawl.
  Bouncy, bouncy, letter B,
  I love the sound of /b/ /b/ /b/!"
4. Repeat the song a few times, emphasizing the bouncy motion and the /b/ sound.

Goal: To connect the physical action of popping bubbles with the plosive /b/ sound.
Procedure:
1. Go to an area where it's okay to make a small mess (outdoors is great!).
2. Say, "Let's blow some B-B-Bubbles!" Exaggerate the /b/ sound.
3. Blow bubbles for C. As you blow them, say "/b/ /b/ /b/".
4. Encourage C to pop the bubbles. Each time a bubble pops, say "Bop!" or "Big Bubble!"
5. Let C try to blow bubbles too, practicing making the 'B' shape with their lips.

Goal: To practice the /b/ sound with familiar objects and introduce a simple sorting skill.
Procedure:
1. Present the "Big Blue Box" with the teddy bear beside it. Say, "This is Bear. Bear loves the letter B, and his favorite color is B-B-Blue!"
2. Show C the pile of mixed objects (blue and non-blue).
3. Say, "Bear only wants his blue belongings in his box. Can you help Bear?"
4. Pick up a blue object, for example, a blue ball. Say, "A blue ball! B-b-ball. Does it go in the box? Yes!" and place it in the box.
5. Pick up a non-blue item (e.g., a red car). Say, "A red car. Is it blue? No! Bear doesn't want this in his box." Set it aside.
6. Let C take the lead. For each item C picks up, ask, "Is it blue?" and help guide them to place it either in the box or in the discard pile. Celebrate each correct sort!

Goal: To explore the physical shape of the letter 'B' in a hands-on, kinesthetic way.
Procedure:
1. Show C a large, clear drawing of the uppercase letter 'B'. Trace it with your finger and say, "This is the letter B. It has one big line down, and two big bellies!"
2. Using Blocks: Work together with C to build the letter B. First, make the "big line down." Then help C attach blocks to make the "two big bellies."
3. Using Play-Doh (Alternative): Roll out a long "snake" for the line and two smaller "snakes" to curve into the bellies. Press them together to form a B.
4. Throughout the process, repeat "B is for Build!" and "/b/ /b/ /b/!"

Goal: To calmly review the letter and sound in context.
Procedure:
1. Sit down in a comfy spot with the book (e.g., Brown Bear, Brown Bear).
2. As you read, point to the letter B whenever you see it. Emphasize words that start with 'B', like "Brown Bear."
3. After the story, grab a ball. Gently roll or bounce the ball back and forth with C. With each bounce, say "/b/ /b/ /b/ bounce!"
4. End with a big hug and say, "You did a brilliant job with the letter B today!"

During the lesson, observe if C is able to:

Attempt to make the /b/ sound, either independently or by imitating you.
Show excitement or recognition when hearing words that start with B (bubbles, ball, bear).
Actively participate in the activities, especially the sorting and building.
Point towards or touch the letter 'B' when you show it to them during the building activity or in the book.

For a shorter attention span: Focus on just two activities (e.g., Bubbles and the Book). The lesson can be split into two sessions.
For advanced readiness: Introduce the lowercase 'b' alongside the uppercase 'B'. You can call it the "baby b" with "one belly." You can also look for more 'B' words around the house together.
For motor skill challenges: If building with blocks is frustrating, use your finger to trace a 'B' in a sensory tray of sand, salt, or shaving cream.
Follow C's lead: If C is especially fascinated with the balls, spend more time on that activity. The goal is positive exposure and fun, not mastery.

Fun Letter B Lesson Plan: Hands-On Activities for 2-Year-Olds