The Duck Says “Cluck, Cluck”
order to become proficient readers, children must recognize that
represent vocal gestures or phonemes.
Also, children must learn correspondences in order to develop an
understanding of words and letters. By
participating in this lesson, children will learn to recognize, spell,
words that contain the correspondence u = /u/.
- Single card with u printed on it
- tongue twister poster with ‘Uncle was
upset because he was unable to put his umbrella up’ written on it
- Word cards with cat, cut, duck, sink, tom, rug, up, and
down written on it
- Primary writing paper for each student
- Elkonin letterboxes for each student
- Letter manipulatives for each student
(letters – c, u, b, s, n, r, h, g,
d, m, t, t, k, b, and p)
- Copies of Dr. Duck for each partner group
- /u/ worksheet with pictures of horse,
bug, dog, brush, trunk, cat, duck, flag
Introduce the u = /u/ correspondence to
children by showing them a picture of a u.
“Today we are going to learn about the
/u/ sound. The u makes the /u/
sound. Can anybody tell me what we do
with our mouth when we make the /uuuu/ sound?
We open our mouths and keep our tongues still.
Imagine that someone asks you a
question. While you are thinking about
the answer you say “uuuhhh”, and tap your chin with your finger. This is the sound a u makes. Can everybody
practice making the sound a u makes?”
- Practice finding the /u/ phoneme in
words by using a tongue twister, written on a poster board. “I am going to say a silly sentence and I want
you to say it with me after I finish. Uncle
was upset because he was unable to put his umbrella up.
Okay, everyone say it with me and listen carefully for the
/u/ sound.” Model stretching out the /u/
sound found in the tongue twister and then have students repeat. “UUUUncle was uuuupset because he was
uuuunable to puuuut his uuuumbrella uuuup. This
time, as you stretch out the /u/ sound, put your finger on your chin
like you are thinking.”
- Practice finding the letter u in written text. Have
words written on cards and have the children decide which word contains
the u = /u/ correspondence. “I am going to
hold up two cards and I want everyone to read the word aloud together. Then, I want you to tell me which word has the
/uuu/ sound in it.” The words used will be
cat and cut, duck
and sink, tom and rug,
and up and down.
- After this, I will model how to write
a u and have the students practice on their paper. “This is how we write a u. We start at the fence line and draw down to
the sidewalk, curve over, and back up to the fence line.
Without lifting your pencil, draw a line back down to the
sidewalk. Practice writing a u
on your paper.
- For more practice, do a letterbox
lesson on the u = /u/ correspondence. The
teacher should place Elkonin letterboxes in a place where the children
can see it, so they can watch as the teacher models what to do. Each student should have his or her own
Elkonin letterboxes and letter tiles. Ask
students to place the letter tiles on the lower case side.
“We are going to practice spelling words that have the /u/
sound. I want everyone to look at my
letterboxes and watch as I spell a word. I
am going to spell the word up. Notice
that I have 2 boxes that represent my two mouth movements as I say the
word up. The first sound
I hear is /uuuu/. That sounds like the
sound we have worked on today, so I am going to place a “u” in the
first box. Next, I hear /ppp/, so I am
going to place a p in the second box.
Now I have spelled the word up. Let’s all practice spelling.”
Use the words cub, sun, rush, hug (3
phonemes), drum, bump, hung (4 phonemes), and strut, shrunk (5 phonemes). Make
sure each time the number of phonemes changes that the students are
prompted to open up their letter boxes by one more box.
A review word should be included.
- Next, write each letterbox word that
was spelled on the board. Model for the
students how to blend the phonemes in the word. “We
are going to read the word cub. First,
I am going to cover up all the letters except for the u. I know u says /u/. Then I am going to add the first letter, c and now I have /ku/. Last,
I am going to add the /b/ in the end and so I have /kub/ or cub. Do this with each word and let students take
turn blending the words and have the other students repeat the words
after they are read.
- The students will read Dr.
Duck with a partner. To introduce the
book, I will say, “Dr. Duck lives on a farm and any time the animals on
the farm get sick, Dr. Duck takes care of them. But
one day, Dr. Duck becomes worried. What is
going to happen if he gets sick? Who is
going to take care of him? We are going to
have to read the book to find out what happens to Dr. Duck and who is
going to take care of him if he gets sick.” While
the students are reading, I will walk around and observe as the
children are reading to each other.
- Students will write a message using
invented spelling. “Now, I want you all to
write a sentence about one thing Dr. Duck did on the farm and then we
will share what you wrote with the class.”
Each student will get a worksheet with
it. Each picture that represents a word
with /u/ in it, should be circled.
While students work on this, I will work
with each one
individually and do running records as they read Dr. Duck.
H. M., Dr. Duck. New
Books. 2000. 30
Jamie. The Tug says Uhh!
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