Beginning to Read
Uncle’s Umbrella
Rationale:
Recognizing correspondences in words is a trait
of a fluent and skillful reader.
Materials:
Student
copies of Bud the Sub
Elkonin letterboxes and cutout letters for students
Letters: a, b, c, d, f, g, j, l, m,
p, r, s, t, and u.
Elkonin letterboxes drawn on board
Chalk or white board marker
Primary paper
Pencils
Procedures:
1.
Introduce the u=/u/
correspondence and how to spot it in written text. “Today,
we are going to work with the letter u in written text.
Can anyone
tell me what mouth move is made when we say /u/?
That is right, our mouth is open and our
tongue stays still. Great job! The /u/ sound is the sound
like a
foghorn makes. A foghorn is the horn a captain of a boat blows so that
other
boats will know that they are coming. I want everyone to act like they
are
tooting their horn. (Show students the arm movement) Now
I want everybody to make the sound /u/.
Good! Let’s make of
words that contain /u/ on the board. I know a word,
bug. Now
I want help from everybody to make our list. Everyone did a great job
of
thinking of words with the /u/ sound.”
2.
Use the list of words on the board
and have each
student come up and underline u in one word on the board.
“Now, I
am going to call people up to the board to underline u=/u/ in each word and then
read the word. I will go first, bug, I underlined the u because it makes the /u/ sound
and then I say bug.”
I want everyone to have a chance to come up to the board and underline
the
letter u then say the word.”
3.
Write the tongue twister, Uncle was
upset
because he was unable to open up his umbrella, on the board. “Now, we
are going
to say a tongue twister. I am going to say it, and then I want everyone
to
repeat it after me. Uncle was upset because he was unable to open
up his
umbrella. Now everyone repeat it. Can anyone raise their hand
and tell
me a word that has /u/ in
it? Yes! That is right uncle has the /u/
sound. Let’s all say uncle and draw the u out
uuuuncle. Great job! Continue this process until every word
has
been called out.”
4.
“Now,
let’s play
a game. I am going to say several words. If you hear the /u/ sound in
them, I
want you to raise your hand. Does everybody
understand?
Okay, now let’s play the game.” List of words may be lug, ran,
snug,
rung, fun, sat, bump, get, rush, etc.
5.
Draw
Elkonin
letterboxes on the board to do letterbox lesson. Explain that we
are
going to spell words with /u/ sound using /u/.Have
the students get out their own letterboxes and letters
to work at their desks. They will need the following letters:
a, b, c, d, f, g, j, l, m, p, r, s,
t, and u. Remind the students to
turn their letters over to the lower case
side. Remind students that each box holds only one mouth
move. ”Watch
closely, I am going to spell a word in my letterboxes. I am going to
spell the
word bump. I have a bump on my head. I
will only use four letterboxes, because there are only four different
mouth
moves. Listen “b” “u” “m” “p”. So in the first
box I
will put a b, in the second I will
put a u, in the third I will put an m
and in the last box I will put a p. Now let’s
try one as a
class. Let’s use the word bug. “I hear a bug buzzing in my
ear.”
How many boxes will we need for this word? How many sounds does
our mouth
make? Good, three. What will we put in our first box?
B
will go in our first box and then U and then G.
You guys
did that wonderfully!” Now the students will practice spelling
the words
below in the Elkonin boxes. Give a sentence with each word. Have
the
students spell the word and then have a volunteer to come up and spell
it on
the board. Inform the students when a letterbox is added. The
list should
also include some words that have sounds that the students have already
learned. The words include:
·
cup -3
letterboxes
·
fun- 3
·
rush-3
·
rag -3
(review word)
·
jump – 4
letterboxes
·
ramp- 4
(review word)
·
club- 4
·
drum- 4
·
smug-4
·
lump- 4
·
clump- 5
letterboxes
6.
Now, I will write each of the words
on the
board. I will have the students read the words orally.
“Class, we
are going to read some words that I write on the board. I want
you to
raise your hand and then I will call on you to answer” Use the words
from the
letterbox lesson. If you aren’t sure about a word, just sound out all
of the
sounds and blend them together. Write the word lump on the board. “To
read this
word, I would say llll uuu mmm ppp” (uncover the letters one by one
while
saying the sounds.
7.
Children will read
the book Bud
the Sub.
I will do a book talk to get the children
interested. This book is about a sub named bud. He is
small and one day
a tug boat gets hit and the people on board need help. Do you
think
bud can save them? Let's read an find out!
Children get into your
reading pairs and each of you read the book to each other. The
teacher
will walk around and observe and assist.
8.
Assessment: I will call some words
out to the
children and have them write the word that contains the /u/ sound. In
what word
do you here /u/? Bud or bed? Duck or cat? Drum or stick?
Thump or
hit? Next, I would have the students come up one by one and do a one
minute
read of Bud the Sub.
References:
Cushman, Sheila. Bud the
Sub.
Lindsay
Boshell. Fall 2003. Unopened
Umbrella. http://www.auburn.edu/rdggenie/insp/boshellbr.htm
Murray, B.A. & Lesniak, T.
(1999). The Letterbox Lesson: A
hands-on approach for teaching decoding. The
Randi Lipscomb. Summer 2003. Taking a cruise to u=/u/. http://www.auburn.edu/rdggenie/discov/lipscombbr.html
Wallach and Wallach’s Tongue
Twisters. http://www.auburn.edu/rdggenie/twisters.html.
Click here to return to Guidelines