Uh, Uh, Now I Know the Answer!

 Beginning Reading

Elizabeth Sherman

 

Rationale:

This lesson teaches students about the short vowel correspondence u= /u/. This is a valuable lesson because students must be aware of all the vowels in order to read. Being able to recognize and pronounce vowels is necessary for students in order to be able to read and write. Typically short vowels are taught before long vowels. In the lesson, "Uh, Uh, Now I Know The Answer", students will be taught to identify, spell, and read words containing the letter u. Children will learn u=/u/ through an image (students excited to answer the question), a letterbox lesson in which they will spell and read words with the u=/u/, and through reading a decodable book that focuses on the correspondence u=/u/.

 

Materials: Picture of student raising hand, whiteboard or smartboard, Elkonin boxes for modeling and individual Elkonin boxes for each student, letter tiles for each child and magnetic or smartboard letters for teacher: u,p,n,m,g,b,f,j,d,r,c,k,a,t; list of spelling words on poster or whiteboard to read: up, mug, bat, fun, jug, bug, drum, run, duck; worksheet, and decodable text: The Mutt and the Bug by Cheryl Ryan.

 

Procedures:

 1. Say: Today, we are going to learn all about the short vowel u. In order to be a great reader we need to learn all our vowels. Vowels are in every words we read, so we need to be able to recognize them and know the sound that they make. The short vowel u make the "uhh" sound. When I say /u/ I think of a student getting really excited and raising his or her hand while he or she says, "Uh…uh. Uhh, I know the answer!" [Show image to students]. Now that we know what the short vowel u sounds like, lets learn about what it looks like. This is what the short vowel u looks like [write on board the lower case letter u]. It kind of looks like a tongue sticking out or the mouth to a smile face doesn't it?

 

2. Say: Before we learn how to write the /u/, we need to listen for it in some words. When I listen for /u/ in words, I hear the letter u say its name /u/ and my mouth is open and my tongue is touching the bottom of my mouth. [Make vocal gesture for /u/.] Let me show you: jug. I heard u say its name then. I also felt my mouth being open and my tongue was down. In the word jug, there is a short vowel u sound. I wonder if the /u/ is in the word pin. Let me say it, "pin". Hmm, no I didn't hear u say its name. I didn't feel my mouth open and my tongue down. Now you give it a try. If you hear /u/ say, "Uh…hh.. uhh. I know the answer." If you don't hear /u/ say, "Uhh no." Is the /u/ in snow, mug, pants, bun, boat, nun? [Have students give a thumbs up when they feel /u/ say its name.]

 

3. Say:  I want to spell the word truck. " I like to ride in my dad's truck." In this sentence, truck means a type of car. I want to spell truck in my letterboxes, but first I need to know how many phonemes there are in truck. I will stretch out truck and count: t/r/u/ck. I need 4 boxes. I heard the /t/ before the /r/ so I'm going to put a t in the first letterbox. After I heard the letter t, I heard the letter r, so I'll put it in the second letterbox. I heard the /u/ sound after the /r/ and just before the /ck/. Now, I want to show you how I would read that word. I would start with the letter t. Now I am going to put the /t/ with the /r/. Then, I know the /u/ follows. Now, I am going to put that chunk with the last sound /ck/: t-r-u-ck. T-r..Tr..Tr-u..Tru..Truck.Truck. Oh, the word I spelled in the letterbox was truck. Oh, truck, like "My dad's truck is red."

 

4. Say: Now it is your turn to spell some words. I want to see you spell some words in the letterboxes. Let's just start out with two boxes first. Let's practice on the word up, for example when a balloon goes up in the sky. What letter tile do you think should go in the first box?  [Respond to children's answers]. What letter do you think goes in the second letterbox? I'm going to come around and check everyone's letterboxes. [Survey the student's letterboxes.] You all did a great job. Now, to spell this next word you are going to need 3 letterboxes. Listen for the beginning sound to spell in the first box. Don't forget to listen for /u/. Here's the word: duck. I have a pet duck. [Allow children to spell remaining words: mug, bat, fun, jug, bug, drum, run, duck.]

 

5. Say: Now, I want to hear you read the words you just spelled. Let's all read them together. [After students have read the words, ask students individually to read one word on the list until all the students have had a turn.]

 

6. Say: I am so impressed with the way you all listened and paid attention today. You all did a great job of spelling and reading words with the short vowel u. Now we are going to read a book called The Mutt and the Bug by Cheryl Ryan. This book is a fun silly book about a bug and a mutt who spend the day playing together. Will they play nicely together? Will they have a fun day? Let's pair up and take turns reading The Mutt and the Bug to hear about all the things that go and get up. [Children pair up and take turns reading alternate pages each while teacher monitors students. After the class has read in pairs, the class rereads The Mutt and the Bug aloud together, and pauses between pages to discuss the plot.]

 

7. Say: Now, I want to hear you all read individually. I will call you up one by one to the reading table. If you are not at the reading table, I want you to read quietly to yourself at your desk. [While students read aloud individually to me, I will keep a running record].

 

References:

My brain.

 

White, Kendra. "Uh....Bug". http://www.auburn.edu/academic/education/reading_genie/invitations/whitebr.htm

 

Book: "The Mutt and the Bug" by Cheryl Ryan. http://www.readinga-z.com/book.php?id=338  

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