Let’s All Be Buds

By: Seth Clark

Rationale:  Reading fluency is an important step toward the improvement of reading comprehension, which is the goal of reading instruction. 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 the correspondence will be enhanced by spelling and reading words with the /u/ sound.

Material: Primary paper and pencil, Student copies of Bud the Sub by Sheila Cushman and published by Educational Insights, Elkonin letterboxes and cutout letters for students, student copy of Tin Man Fix It by Sheila Cushman and published by Educational Insights and a picture page that contains pictures of the following: a bug, truck, a book, a sink, a teddy bear, the sun, a crib, a tree, a dog. For the letter box lesson the words are 2(up, is), 3 ( sub, but, bad, pig, duck, gush), 4 (truck, dust, clock, drum, bluff), 5 (scrub, trust, crunch).Letters needed; u, p, i, s, b, t, a, d, g, r, c, k, l, o, c, m, f, f, t, n, h.

Procedures:

1. Review: We will review the most recently taught correspondence i = /i/ by reading the familiar book Tin Man Fix It in pairs with this correspondence.
2. Draw the number of boxes needed for the word sunk on the overhead and model to the children how to put one sound in each box.
3. Then as a class we are going to spell two words together. So everyone get out your letterboxes and your letters. You will need the letters; u, p, i, s, b, t, a, d, g, r, c, k, l, o, c, m, f, f, t, n, h.  For these two words we are only going to need the letterboxes that have only two spaces. Model how to spell the words up and is. Walk around and check all the student work to make sure that they are doing it correctly.
4. Instruct the children to get out of their other letterboxes and make it to where they can see only 3 boxes. Remind them that this means the word we will spell has three sounds not three letters. Have the children spell the following words; (sub, but, bad, pig, duck, gush), walk around being sure that all the students are putting one phoneme into each box, not just one letter.
5. Have the students fold the boxes to show four boxes. Repeat the same procedure as in number four with the following words; 4 (truck, dust, clock, drum, bluff).
6. Now, have the students fold the letterboxes to show five squares. Repeat the same procedure as in number four with the following words; (scrub, trust, crunch).
7. Now, on the overhead projector, spell the words that the children just spelled and call on individual students to read them
8. Book talk on the new Book: Bud the Sub. Bud the sub is a small sub. His captain is Gus. Bud must go a save a tug boat. You will have to read the book to see if Bud is strong enough to pull it in to safety.
9. Have the children get back into their pairs to read a new book to one another. Walk around the room to assist and assess progress. Encourage self help skills like reading on, body coda, or cover-ups.
10. Have students circle words that contain the letter u in them. From the picture page that contains pictures of the following: a bug, truck, a book, a sink, a teddy bear, the sun, a crib, a tree, a dog.
11. Have students write a message on their primary paper. The topic can be what is your favorite food? Or it can be anything that you chose.

References:

Brandy Smith, Fuzz and the Buzz.

Amy Homan, Umbrella Fun.

Emily Wheeler, Uncle’s Umbrellas.