“UGGY THE UMBRELLA WENT UP, UP, UP!” 
Beginning Reading  Lesson
Coley Duke

 

Rationale:  The goal of this lesson is to teach the u= /u/ correspondence.  During the lesson, the children will learn words with /u/ in them and will also be taught to blend the sounds altogether to pronounce both familiar and unfamiliar words.

Materials: 

-Fuzz and the Buzz (Educational Insights book)

-worksheet (crossword puzzle of short u words)

-pencils

-dry erase board and markers

-Primary paper

  Procedures:

1.  Review: We will review the most recently taught correspondence i = /i/ by reading a familiar book with this correspondence.

2.  Explain why: DOES ANYONE KNOW WHAT THE LETTER ON THE BOARD IS (Have a “u” written down).  GOOD, THAT IS A “U”. WELL, TODAY WE ARE GOING TO BE LEARNING ABOUT THE SHORT U SOUND.  HAS ANYONE EVER BEEN PUNCHED IN THE STOMACH BEFORE?  WELL, IF YOU HAVE, YOU KNOW THE SOUND YOU MAKE SOUNDS LIKE “UUUUHH”. THAT IS THE SHORT U SOUND.  CAN EVERYBODY MAKE THAT “UUUHH” SOUND WITH ME?  GOOD.  NOW, LET’S ADD THE PUNCH MOTION TO IT (I show them) AS WE SAY “UUUHHH!”

3.      Explain how: NOW, WE ARE GOING TO SAY A LITTLE TONGUE TWISTER…FULL OF /u/. SOUNDS! “UGGY THE UMBRELLA WENT UP, UP, UP UNTIL HE REACHED.  I WANT YOU TO REPEAT AFTER ME.  GOOD!  NOW, LET’S ADD THE UNCH AND DRAW OUT THE / u / WHEN WE HEAR IT… “U-U-U-GGY THE U-U-UMBRELLA…”

4.      Model:  SO, HOW CAN THIS PUNCH AND “UUHH” NOISE HELP WHEN I AM HAVING TROUBLE WITH A WORD? I CAN SEE THE WORD “FUN” AND REALIZE THAT IT IS F-U-U-U-U-N (because I hear the “punch” sound in the middle of the word)!  NOW, LET’S TRY WITH A WORD YOU GIVE ME WITH THE / u/ SOUND! 

5.      Simple practice and model:  NOW, IT’S YOUR TURN!  MAKE THE ‘U-U-UHHH” NOISE WHEN YOU HEAR A WORD WITH A SHORT U IN IT.  GOOD!  DO OYU HEAR /u/ IN ‘GET’ OR ‘CUP’?  ‘DECK’ OR ‘LUCK’, etc.  NOW WE’RE GOING TO PRACTICE WRITING THE LETTER /u/ THAT MAKES THE “U-U-UHHH” SOUND.  TAKE OUT YOUR PENCIL AND PAPER AND REMEMBER WE’LL START AT THE FENCE, GO DOWN TO THE SIDEWALK, CURVE BACK UP TO THE FENCE, AND MAKE YOUR STEM TO THE SIDEWALK AGAIN TO GET A U.  I WANT YOU TO DO 4 MORE ON YOUR PAPER FOR ME AND RAISE YOUR HAND WHEN YOU ARE FINISHED.  NOW I WANT YOU TO SPELL THE WORDS I GIVE YOU.  READY? 
-fun, scrub, trunk

NOW I WANT YOU TO READ ALOUD AS A CLASS THE WORDS I HAVE WRITTEN DOWN:  drug, bug, run

“Great Job!”

 6.  Whole texts:  The students will then read Fuzz and the Buzz (Give an exciting booki talk). I WANT EACH OF YOU TO READ WITH A PARTNER, ONE READING PAGES 1-7, THE OTHER READING THE LAST HALF.  IF YOU NEED HELP RAISE YOUR HAND.  REMEMBER TO MAKE YOUR “U-U-H” SOUND IF YOU’RE HAVING TROUBLE!

  7.   Assessment: I will listen as the students are reading together and assist them as needed. This will give me an assessment of each student’s decoding skills and comprehension of today’s lesson. I will then collect the picture pages as a tool of assessment as well.  

 References: 
Fuzz and the Buzz.  Educational Insights: Carson, California. 1990. 

Evans, Jessica.  “Aaaa-aaaa-Apple.”  Beginning Reading lesson. 

http://www.auburn.edu/rdggenie/guides/evansbr.html
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