Yucky Bug


Beginning Reading


Lea Mclean


Rationale: The children will learn the correspondence u=/u/. They will be given a sound representation to help them identify /u/ in spoken and written words. They will focus on beginning to read. This lesson will help beginning readers develop 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)



  1. 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.
  2. 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.
  3. 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).
  4. 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.
  5. 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”.
  6. 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 sentence.



Cushman, Shelia. Fuzz and the Buzz. Educational Insights. Carson, CA: 1990

Reading Genie website: http://www.auburn.edu/rdggenie/overview.html

            How children learn to read words.

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