B and P Picture Sort Activity

Instructions: Cut out the pictures below. Listen to your teacher say each word and sort the pictures onto the correct sound mat (one for /b/ and one for /p/).

Pictures for /b/ sound:

• Ball
  
  
  
  
  
  
  
• Book
  
  
  
  
  
  
  
• Bus
  
  
  
  
  
  
  
• Bird
  
  
  
  
  
  
  
• Banana
  
  
  
  
  
  
  

Pictures for /p/ sound:

• Pig
  
  
  
  
  
  
  
• Pencil
  
  
  
  
  
  
  
• Pot
  
  
  
  
  
  
  
• Plate
  
  
  
  
  
  
  
• Pan
  
  
  
  
  
  
  

B vs. P Sounds Script

Warm-Up: Listening for Differences (3 minutes)

Teacher: "Good morning, my amazing sound detectives! Today, we have a very important mission: we're going to become experts at listening for two tricky sounds!"
(Show B vs. P Sounds Slide Deck slide 1)

Teacher: "Our two tricky sounds are /b/ and /p/. Have you ever heard words that start with these sounds? Hmm?"

Teacher: "Let's try to make these sounds ourselves and feel what our mouths are doing! Everyone, put your hand on your throat, right here (model touching throat)."

Teacher: "First, let's make the /b/ sound. Watch my lips! My lips come together like this (demonstrate). Now, let's say /b/, /b/, /b/. Feel your throat! Is it vibrating? Yes! That means your voice is ON! Try it with me: /b/, /b/, /b/."
(Show B vs. P Sounds Slide Deck slide 2)

Teacher: "Great job! Now, let's try the /p/ sound. Again, watch my lips! My lips come together just like for /b/, but this time, when I open them, a little puff of air comes out! Pfft! Like a little explosion! And guess what? My voice box is OFF for this sound. Feel your throat again. Let's say /p/, /p/, /p/. Do you feel a vibration? No! Just that puff of air! Try it with me: /p/, /p/, /p/."

Teacher: "Wow, you are excellent sound makers! Now, let's just listen. I'm going to say some words. I want you to just listen and try to hear if it's a /b/ word with your voice on, or a /p/ word with an air puff."

• "Ball." (Pause for listening)
• "Park." (Pause for listening)
• "Bear." (Pause for listening)
• "Panda." (Pause for listening)

Picture Introduction and Sound Identification (5 minutes)

Teacher: "Now that our ears are ready, let's look at some pictures! We have lots of fun pictures, and we need to decide if they start with our /b/ sound or our /p/ sound."

Teacher: (Show B vs. P Sounds Slide Deck slide 3, picture of a ball, or hold up physical card)
"What do you see here, friends?"

Student: "Ball!"

Teacher: "That's right, a ball! Say it with me: /b/, /b/, ball. What sound do you hear at the very beginning of ball? Is it /b/ or /p/?" (Exaggerate /b/ sound, encourage students to say it and feel their throat).

Teacher: (Show B vs. P Sounds Slide Deck slide 4, picture of a pig, or hold up physical card)
"How about this one? What is this animal?"

Student: "Pig!"

Teacher: "A pig! Yes! Say it with me: /p/, /p/, pig. What sound do you hear at the very beginning of pig? Is it /b/ or /p/?" (Exaggerate /p/ sound, encourage students to say it and feel the air puff).

(Repeat for remaining slides/pictures, guiding students to identify the initial sound.)

• B vs. P Sounds Slide Deck slide 5: Book
• B vs. P Sounds Slide Deck slide 6: Pencil
• B vs. P Sounds Slide Deck slide 7: Bus
• B vs. P Sounds Slide Deck slide 8: Pot
• B vs. P Sounds Slide Deck slide 9: Bird
• B vs. P Sounds Slide Deck slide 10: Plate

Teacher: "You are doing a fantastic job listening closely! Remember (refer to B vs. P Sounds Slide Deck slide 11): /b/ has your voice ON, and /p/ has an air puff with your voice OFF."

Sound Sorting Activity (5 minutes)

Teacher: "Now, it's time for our super sorting challenge! I have two special mats here. One mat is for all our words that start with the /b/ sound (point to 'B' mat). And the other mat is for all our words that start with the /p/ sound (point to 'P' mat)."

Teacher: "I'm going to give each of you some picture cards. (Distribute cut-out pictures from B and P Picture Sort Activity or physical cards). Your job is to say the word on your card, listen carefully for the beginning sound, and then place it on the correct mat!"

Teacher: "Who wants to go first? Pick one card. What do you see?"

Student: (Holds up card, e.g., 'bear') "Bear!"

Teacher: "Excellent! Say bear slowly with me. /b/, /b/, bear. Does bear start with /b/ or /p/? Feel your throat!"

Student: "/b/!"

Teacher: "You got it! So, where does the bear go? On the /b/ mat! Great sorting!"

(Continue with each student, providing guidance and praise. For any errors, gently re-model the sounds and ask guiding questions.)

• If a student struggles: "Let's try that sound again. Say /b/ with your voice on. Now say /p/ with the air puff. Listen to the word again: plate. Does it feel like /b/ or /p/?"
• Encourage peer help: "Can anyone help our friend listen for the first sound in that word?"

Wrap-Up: Quick Check (2 minutes)

Teacher: "Wow, look at all these sorted pictures! You are such incredible sound detectives and sorters! Let's do a super quick check."

Teacher: (Point to a picture on the /b/ mat, e.g., banana)
"This is a banana. What sound does it start with?"

Student: "/b/!"

Teacher: (Point to a picture on the /p/ mat, e.g., pineapple)
"This is a pineapple. What sound does it start with?"

Student: "/p/!"

Teacher: "Fantastic! You all did an amazing job today distinguishing between the /b/ and /p/ sounds. Keep those listening ears ready, because good listening helps us become great readers! Give yourselves a pat on the back!"