Uhhhhh I'm not sure???
Rationale:
In order for our students to become amazing readers we must teach them the
sounds of the each letter. Once they know these sounds they will be able to
recognize them when reading; thus, making them successful readers. In this
lesson I will be teaching the u=/u/. The students will understand recognize and
understand the letter. Also, they will have many tasks to perform to better help
them practice the written and spoken words containing u=/u/.
Materials:
*
Cards with words: run, tug, cub, slap, neck, sack, pick, skunk, and bump.
*
Primary paper and pencils for each student.
*
Poster containing a tongue twister: Uncle
Bubba bumped his umbrella up.
*
Letter box lesson: r, u, n, t, g, c, s, l, p, n, e, k, a, b, and m.
*
Pictures for assessment:
*
Fuzz and Buzz:
one copy for each pair of students.
Procedures:
1.
I will review the previous letters and sounds we have learned. Then I will
introduce the correspondence u=/u/. I will explain and tell the students the
sound that the /u/ makes. This letter says /u/. To make this sound you will open
your mouth making sure to keep your tongue still and say /u/.
Pretend as if you do not know the answer to a
question. You are thinking and you say /u/. To help us make our sound, we are
going to pretend as if we do not know the answer to a question. Let us pretend
to think hard and scratch our heads. Let me see everyone say /u/ and scratch
your head. Good Job!'Next I will help the students find the letter in
words.
2.
Next we will practice finding the letter u in written words. I will hold up
words and together we will find which word makes the /u/ sound. For example: 'Do
you hear /u/ in b-u-m-p or s-t-a-m-p? I hear /u/ in bump. Now I want you to try
but remember when you hear the sound /u/ to scratch your head.
3.
Then pass out the primary paper and pencils (each student should receive 1 piece
of paper and 1 pencil). 'First we are going to practice writing u. We will start
at the fence, go down to the sidewalk, and curve back up to the fence and then a
straight line down from the fence to the sidewalk. Remember we do not pick up
our pencils. Now let's try a few.' Have student practice a line of u. 'Now, I
want everyone to write me a message about a bug they do not like.'
4.
Next we will practice a tongue twister. I will say the tongue twister one time
through, then I will have the students say each word after me. Then we will
review the tongue twister many times before we put the whole thing together.
Then I put the poster up with the tongue twister on it. 'Now we are going to
practice our tongue twister. Make sure to keep your eyes on the board so you
know what we are saying.' First I
will say the tongue twister then we will say it together.
Uncle Bubba bumped his umbrella up. 'Ok now repeat after me.' Have the students repeat the tongue twister. 'Now this time when we read we are going to stretch out the /u/ when we
hear it in a word. UUUUncle Buuuubba buuumped his uuumbrella uuup.
5.
Now we will begin the letter box lesson. I will draw boxes on the board. I will
also provide students with paper boxes and letters to make the words we will
spell as a class (make sure to give only lower case letters). First I will
explain the lesson and then model the lesson for the students. 'Now we are going
to spell some words that have the /u/ sound in them.
I have twp boxes up here
so this means we are spelling words with two sounds. The first word we will
spell is upon. What sound do we hear first? That is right. We hear /u/.
That means we will place u in the first box. What sound do we hear next in up?
That is right we hear /p/ so we will put our p in the second box. Next we hear
/o/ and /n/. Now let's add them all together u-p-o-n. Good job! Now we are going
to do one more as a class. The new word is
stump. What sound do we hear first?
That's right we hear /s/. We will
finish spelling stump as a class. 'Now I am going to say some words and I want
to you practice putting the different sounds in the boxes.' I will continue
saying words, sounding them out and placing letters in the boxes. After each
word, the students will wait and we will go over each word. After will practice
with 3 phoneme words, 4 phoneme words and 5 phoneme words. Words listed below,
review words included: 3--
[run, tug, cub] 4--[slap, neck, sack, pick] 5--[ skunk, and bump].
6.
Next we will use these cards and practice reading some words. This word is pump.
Start with /p/, and then add the /u/. Now put both sounds together /pu/. Now
let's add the last sounds. What do you hear next? Right we hear /m/. What's the
last sound you hear? That's right /p/. Now let's put the whole word together....
Fish the cards with the class.
7.
Now students will be placed into pairs with one book per pair. 'Today we are
going to read about Buzz and Fuzz. Fuzz is a bear who sets out to find some
honey. But when he is out something terrible happens. In order to find out what
happens we must read the book Fuzz and Buzz. '
8.
For the assessment give the students worksheets for them to list the names of
the pictures. Circle the words that have the /u/ sound.
References:
Collier, Daniel
http://www.auburn.edu/academic/education/reading_genie/odysseys/danielbr.html
Cushman, Sheila. Fuzz and the Buzz. Educational Insights.
Assessments:
http://www.tlsbooks.com/letteru_1a.pdf
http://www.tlsbooks.com/letteru_1.pdf
http://www.worksheetplace.com/mf/The%20Letter%20U%20Picture%20Match.pdf