Bumpy Bus

Objective

Associate the uppercase letter B and lowercase letter b with the /b/ sound as in bear, boat, and broom.

Lesson Plan

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Target Words:

  • bus
  • bump
  • bat
  • boy
  • bug
  • bed

Materials:

  • A Bumpy Bus (chairs in rows, cardboard box, etc.)
  • A Frisbee or plastic plate 
  • Masking tape 
  • Bus stop signs
  • Picture cards
  • Brown box or bag
  • Word blending cards
  • Bumpy Bus Chant target text
  • Sticky notes

Overview
The children will ride on a pretend bumpy bus and say the /b/ sound when they see the letter B in words such as bus, bumpy, bear, bug, boy, and broom.
 
Literacy Activities
Board the bus and bump along a bus route

  • Set up a bus by placing chairs in rows or using a cardboard cutout in the shape of a bus.
  • Make a bus route using masking tape on the floor for the road.
  • Explain that only things that begin with the letter B can board the bumpy bus and that the letter B makes the /b/ sound as in bus.
  • Ask the children to choose what B thing they want to be (support as needed), and have them tell you what they are as they board the bus (e.g., ballerina, boy, bug, bear).
  • Sit at the front as the bus driver and call out, “Begin!”
  • Let the bus riders begin to bump along the bus route.
  • Call out actions that begin with /b/ for the bus riders to do as they move along the bus route (e.g., buzz, bounce, bend, beep).

Put things that start with B in a brown bag

  • Set up various “Bus Stop” Signs along the route.
  • Place several picture cards that start with /b/ along with a picture card that does not start with /b/ at each bus stop along the route.
  • Have the rider at the back of the bus hold a big brown bag, box, or basket.
  • Let the riders begin traveling the bus route, making the /b/ sound and looking for picture cards that start with B at each bus stop.
    • If the card begins with B, have the children say, "___ says /b/ and goes in the big brown bag," and have them circle the B on the picture label and put it in the big brown bag.
    • If the item does not begin with /b/, have the children say, "No! ___ does not start with /b/" and leave the item at the bus stop.

More Practice
Identify, blend, and manipulate sounds

  • With word blending cards, have the children make new words by changing the vowel or either of the consonants:
    • bit bat; bag bug; bad bed; big bog
    • bus bug; bat ban; bin bit; bag bad
    • bug tug; bun sun; bat rat; big dig

Read target words in a text 

  • Read the Bumpy Bus Chant target text to the children as you act it out.
  • Invite the children to join in as you read and act out the text again.
  • Have the children underline the words in the text that start with B.

Write about the activity using target words and patterns

  • With the children’s help, compile a list of words from the bus activities that start with the letter B, letting the children take turns writing the letter B.
  • Let the child write the letter B or b on sticky notes and then place the letters on objects around the room that start with B (support as needed).
  • Give each child a whiteboard and have them write words from dictation, changing one or two letters each time to make a new word (e.g., bus, bun, bin, big, bug, bag, bat, bet, bed).

SEEL Target Texts

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Bumpy Bus Chant

The bear on the bus goes
Bump, bump, bump.
Bump, bump, bump.
Bump, bump, bump.
The bear on the bus goes
Bump, bump, bump
All around B town.
 
The bug on the bus goes
Buzz, buzz, buzz.
Buzz, buzz, buzz.
Buzz, buzz, buzz.
The bug on the bus goes
Buzz, buzz, buzz
All around B town.
 
The boy on the bus goes
Bounce, bounce, bounce.
Bounce, bounce, bounce.
Bounce, bounce, bounce.
The boy on the bus goes
Bounce, bounce, bounce
All around B town.
 
The bat on the bus goes
Boing, boing, boing.
Boing, boing, boing.
Boing, boing, boing.
The bat on the bus goes
Boing, boing, boing
All around B town.

Printouts

Standards

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1. CCSS.ELA-LITERACY.RF.K.1.D: Recognize and name all upper- and lowercase letters in the alphabet.
2. CCSS.ELA-LITERACY.RF.K.3.A: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

http://education.byu.edu/seel/library/