/u/ SAYS UHHHHH!!!!!!!!


Beginning Reading


Alex Kingsford


u = /u/ (short vowel)



Rationale: Letter name knowledge is a strong predictor of beginning reading knowledge. Students learn letters and the sounds they make in order to become better readers. Practice with letters and sounds guide children in learning to read and write. Today, the children will be learning about the short vowel u = /u/. Through this lesson, the children will gain knowledge of different words that contain this vowel (through practice and repetition) as well as practice with this vowel's sound.


Materials: Whiteboard, Whiteboard markers, pens, pencils, paper, note cards, letterboxes, letter tiles (j, u, s, t, d, m, n, h, c, r, k), Up, Pup, assessment worksheet




1. "Today we are going to practicing the sound the letter u makes. We are going to be learning more about this letter because it is important to know the sound it makes because when you see words with this sound you will know exactly how they are pronounced!" Introducing our short vowel: "Has anyone ever seen something that is SOOO DISGUSTING?" Give the children the opportunity to share things they have seen. "What kind of sound do we make when we see yucky things?" Give the children the opportunity to give suggestions. "I usually say UHHHHH!! when I see really yucky things! Now I want you to watch my face while I make this sound." Make a scrunched up face and open mouth widely to make the sound. "Now I want you to practice making a face and opening your mouth widely and saying UHHHHH!"


2. Have words written on note cards. "Next, I am going to show you two words written on a note card and I want you to tell me which word has the UHHH! (u = /u/) sound in it." Hold up:












"Do you hear the uhh sound in scrub or scab?"


"Do you hear the uhh sound in dad or bud?"


"Do you hear the uhh sound in scum or scam?"


"Do you hear the uhh sound in crab or crud?"


After holding up each card allow the children enough time to answer the correct answer. Repeat the correct words for the children, emphasizing the u in order for them to hear the sound. Help any students that appear to be struggling.


3. "We are going to do a tongue tickler now! I am going to write a sentence on the board and then I will say it out loud to the class. After I am finished I want you to repeat the sentence back to me two times." Write the sentence on the board.


"Ugly umbrellas unlock in unlikely universes."


Give the children the opportunity to repeat the sentence back twice. If the children are having difficulties encourage them to repeat the sentence slowly and say the sentence with the class. Go around the room and have each child say the sentence aloud to the class.


4. "Next, we will be putting together the phonemes of words in our letterboxes. Please take out your letterboxes and letter tiles. I am going to tell you which letters you must take out of your letter tiles box and place on your desk. You will need the letters j, u, s, t, d, m, n, c, h, r, k. (The words are dust, just, truck, and munch.) I am going to model how we will be practicing with our phonemes by doing a letterbox example on the board. (Draw letterboxes on the board and write the word scrub.) For the word scrub I am going to need 5 boxes." As I sound out each letter of the word I will be placing the letter in the correct box (This models the activity for the children as well as giving them practice with determining the number of phonemes in words.) "Does anyone have any questions about how to do this activity?" Allow the children time to ask questions. "Now I am going to give you the words that you will be placing in your letterboxes. The words are: dust, truck, just, and munch." Give the children time to collect their answers. After everyone is finished I will write the correct answers on the board, allowing the children to check their answers as well as ask questions on aspects of the letterboxes that they do not understand.


5. "Now that we have finished the letterbox lesson, I am going to write the words that you just worked with, on the board, and as I point to them I want you to read the words aloud to me. After we read each word we will go back to each word and sound out each individual phoneme aloud." Read the list with the children and then go back to each word sounding out each phoneme in each word with the children.


6. "Next, we will be reading Up, Pup. I want you to see if you can hear the /u/ or uhhhhh! sound in any of the words in the book. As you are reading the book make sure to recognize words that have the uhhhh sound in it. If it helps you to make a list of these words, you may do that during your reading. This will help us practice recognizing words with this sound in books."


7. "I want you to now pair up with the person sitting next to you; I will give your group a worksheet. On this worksheet, you are to circle the words that have the /u/ sound in it. There may be pictures on the page, if you come to one of these circle the picture that has the /u/ sound in it." (This is a good way to assess the children's learning of the sounds and letters.) I will be coming around to each group to individually assess each child's learning of the letter and sound. I will write down notes about what the children are talking about and what kinds of strategies they use to help them with the tasks.


8. References:


Letterbox Example Words. Murray, Bruce. http://www.auburn.edu/academic/education/reading_genie/phonwords.html


Cofer,Brittany. http://www.auburn.edu/academic/education/reading_genie/invitations/coferbr.html


Up, Pup.


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