Uhhh, Do I Remember!
Beginning Reading
Rationale: It
is so important for children to be able to recognize
letter-sound correspondences for their future reading success. When children can achieve this goal, they
will have success in decoding, reading and reading comprehension. Helping children understand the letter-sound
correspondence of vowels is very important, so today we will learn the
correspondence u=/u/. They
will learn this correspondence through
learning a memorable sound and motion, and practice with reading and
spelling. This will help the students
become more
familiar with this correspondence in their reading and writing.
Materials:
Procedure:
1.
Introduce the lesson, “Today we are going to
continue learning about the sounds that letters make, by learning that
the short
vowel sound u says /u/.”
2.
Write a u
on the board and ask students what letter it is and what sound it makes. If they do not say u=/u/,
explain “Vowels are sometimes very funny letters, they like
to say two sounds, u does say /U/,
but it also says /u/. Ask students: “Remember a time that you had to think about
something and you said out loud /u/, while you were thinking to
yourself. Everyone put their finger to
their forehead
like they are thinking and say /u/. Good
Job! So today let’s think real hard when
we have to say the /u/ sound or if we see the letter u.”
3.
“Now I want everyone to listen as I read this
tongue twister, Up under the umbrella sat an ugly duck.
Ok, I want you to say it with me as I point
to the words. Good Job!
Now when we say it again, I want all of you
to clap when you hear the /u/ sound.
That was wonderful!”
4.
“Everyone please take your letterboxes and
letters out, so we can have fun learning about the letter u
and the sound it makes /u/.
Who can tell me why we have the boxes for our letters? That’s absolutely right, we use the boxes to
know how many sounds are in the words.
Please look up here at the overhead projector, while I show you
an
example. I have three boxes out, so I
know that there are going to be three sounds in my word.
The word I want to spell is cut, alright I hear
/c/ /u/ and
/t/. Ok that is c in the
first box, u in
the second box, and t in the third
box. Ok, I spelled cut. I want you to use the
letters you have in front of you to spell these words for me. Everyone open your boxes to three squares.” The words are sun, duck, nut, run, and
tug. “Now let’s try two four box
words. They are punt and bump. Good job on all of your spellings!”
5.
“Now when I hold up these words, I want you
to say the words quietly to yourself, and think if they have the /u/
sound in
them. If they do, put your finger on
your head like you are thinking, and if they don’t sit very quietly.” The words on the cards are:
nuts, dog, sun, buzz, cat, bug. “Good
job everybody!”
6.
“I would like for everyone to take their Fuzz and
the Buzz book out, and read it
quietly to themselves. When you are done
you can take your paper and pencil out and write or draw a picture
about the
book.”
7.
“Everyone is now going to get a sheet that
has pictures on it. Look at the pictures
and say what it is, if you hear a /u/ sound in the word, then color the
picture, if not do not color the picture.”
The pictures are rug, cup, pin, man, sun, tub, car.
8.
While children are doing there picture
worksheet, have children come up individually and do one minute reads
with them
to assess their reading.
References:
Amy Bright, Olly
says /o/ at
the Doctors
http://www.auburn.edu/rdggenie/begin/brightbr.html
Murray,
B.A.,
and Lesniak, T. (1999) The Letterbox Lesson: A hands on approach for
teaching
decoding. The
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