students can decode words, they must learn to separate spoken words
phonemes, or, sounds. Next, they must
realize that these phonemes are mapped out in the spellings of words. In this lesson, students will become familiar
with the short u sound and identify it in spoken words by practicing
recognizing the /u/ sound in many words.
with words (cup, ugly, umbrella, under, duck, luck, puddle, muddy,
hug, shut, stuff)
pages (ex: sun, run, jump etc...)
Bud and Sub
Begin by having a conversation
with the children about reading and writing. Discuss
why we need to learn how to say words and spell them (so we can talk
and write to each other, to learn etc..). Explain to the students that
they will be learning about one of the sounds that u makes. Ask the students, “Hs anyone ever asked you a
question that maybe you didn’t know the answer to right off? Well, sometimes when this happens, I kind of
look up and say UHHHH.” Show the students
the motion that goes along with the /u/ phoneme. (Look up and put your
finger on chin like you are thinking really hard).
“One of the sounds the letter u makes is our UHHHHHHHH sound. Everyone make the sound and do the motion with
me. UHHHHHHH (all together).
- Read this tongue twister to the
students and have them repeat it after you: The
Ugly Duck lunged under the umbrella. Repeat
this. Next, remind the students of their
“thinking motion” and ask them to do it when they hear the thinking,
or, /u/ sound. Read the tongue twister. Next, have the students say the tongue twister
with the teacher, stretching out the /u/ sound. The
UUUUgly dUUUUUck lUUUUUnged UUUUUnder the UUUUUmbrella.
- Have the students practice making u on
primary paper. Model how to make a capital
u. “Start at the ceiling and come down
past the stairs and make a curve that just hits the basement. Go back up to the ceiling.”
Have the students practice making 20 u’s independently.
- Divide the students into pairs. Pass out a set of word/picture cards for each
child. The cards should have words and
pictures that have the /u/ in the word. Allow
the partners to take turns coming up with tongue twisters using the
cards. (The students may use a, an, and
the as needed). Once a partner has made a
tongue twister, the other partner will read it and stretch out the /u/
sound while making the thinking gesture. The
partners will swap jobs.
- Give a book talk for the book, then
read Bud and Sub once all the way through. Read
the book a second time, and have the children make the thinking gesture
when they hear the short u sound.
complete a worksheet
with pictures of objects or actions that have the /u/ sound in the
words. (You might need to go over the
the students before they begin). The
children will observe two pictures at once, and will circle the picture
has the /u/ sound in the corresponding word.
Mari Manning, http://www.auburn.edu/rdggenie/insp/manningel.html Going to the Doctor
Sarah Asbury, http://www.auburn.edu/rdggenie/insp/asburyel.html "Eeehh What was That?"
Bud and Sub,
Educational Insights, 1990
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