children will learn the correspondence u=/u/. They will be given a
representation to help them identify /u/ in spoken and written words.
focus on beginning to read. This lesson will help beginning readers
skills in reading by decoding unfamiliar words.
A class set of Fuzz
and the Buzz by Educational Insights
Elkonin boxes for the students
and the teacher
Letter manipulative for the
students and teacher ( u,p,c,b,h,g,n,t,r,o,s,f,e,l,p,d,m)
- Introduce the lesson to the children.
Explain to them that we are going to learn about the /u/
correspondence. Review the new correspondence with the students. “Today
we are going to learn about the letter u. We are also going to learn
about the sound that the u makes in a word. It is like a secret code
and we are trying to break that code. Can anyone tell me what sound /u/
makes? Well, let’s think about sound someone makes when they are
scratching their head. Yes, it sounds like uhhh. I am going to write a
word on the board and I want someone to tell me if they hear the /u/
sound”. Teacher will write the word bug on the board and explain that
you can hear the /u/ sound in buuug.
- Write the tongue twister on the board
so the children can follow along. Make sure that you stretch out the
/u/ sound at the beginning of each word. “We are going to say a silly
sentence together. I want everyone to scratch your head like your
thinking stretching out the /u. / sound. Repeat after me, Ugly Uncle
Ugg gets under the Umbrella. Let’s all say it again but this time I
want everyone to stretch out the /u/ sound.
- Have the children do a letter box
lesson. Explain to the students the procedure of a letter box lesson.
Start with drawing boxes around the sounds with the students. “Say the
word bug. Now, can we stretch this word out? Good, you say b-u-g. I
want everyone to put their letters [b,u,g] in the correct squares.
That’s right first you put the sound /b/ in the first square, /u/ in
the second, and /g/ in the third. Everyone did a great job we are now
going to spell some more words and put them in our boxes”. Teacher will
repeat using the words ( tub, fun, run, rub, grub).
- Have the children find a partner and
explain to them hat they will be reading the book Fuzz and
the Buzz. Make sure you review some of the words that they have
just spelled in the lesson. “This book is about a bear who loves honey.
He loves honey so much that one day he has problems when trying to get
his honey. Read the book with your partner and find out what happens to
the bear when he tries to get the honey”. Have each child read the book
once and then switch.
- A writing activity will follow. “I
want everyone to tell me about their favorite bug. Remember when we
write a u you will start at the fence, jump down onto the ground, run
and jump back up onto the fence and then jump back down once again”.
- For assessment, I will have a sentence
strip written out and go around to the student’s desk having them read
me the sentence. I will be marking reading miscues as the read the
Cushman, Shelia. Fuzz
and the Buzz. Educational Insights. Carson, CA:
Reading Genie website: http://www.auburn.edu/rdggenie/overview.html
children learn to read words.
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