Fuzz and the Buzz

Beginning Reading

Brandy Smith





Rationale: Beginning readers need many skills to succeed. They should work on phoneme recognition, decoding, crosschecking, and spelling during each reading
lesson. These skills will enable them to become fluent and comprehensive readers.

Materials: Primary paper, pencils, letter cutouts {a, b, c, d, g, h, j, k, m, n, o, p, r, s, t, u, v, w, z}, letterboxes, familiar book Doc in the Fog (Phonics Reader), new book Fuzz and the Buzz (Phonics Reader), overhead, letter cutout transparencies {a, b, c, d, g, h, j, k, m, n, o, p, r, s, t, u, v, w, z}

Procedure:

1. Remind the students that, in order to learn to read really well, we need to be able to divide words into individual sounds.
2. Review the familiar book Doc in the Fog that the students read last time.
3. Have the students work in pairs to reread the familiar book to one another.
4. Ask all of the students to get out their letterboxes and the letters {a, b, c, d, g, h, j, k, m, n, o, p, r, s, t, u, v, w, z}
5. Draw the number of boxes needed for the word gush on the overhead and model to the children how to put one sound in each box.
6. Instruct the children to fold their letterboxes so that they see only 3 boxes. Remind them that this means the word we will spell has three sounds not three letters. Have the children spell the following words ö walk around being sure that all the students are putting one phoneme into each box, not just one letter. ö {bus, sum, cat, gush, bud, suck, bug, duck, bad, jam}.
7. Have the students fold the boxes to show four boxes. Repeat the same procedure as in number five with the following words ö {bump, land, dust, melt, hunt, jump, lunch, best, pump}.
8. Now, have the students fold the letterboxes to show five squares. Repeat the same procedure as in number five with the following words ö {scrubs, blunt, frost, grump, scrunch, crunch}.
9. Now, on the overhead projector, spell the words that the children just spelled and call on individual students to read them.
10. Give a short book talk about Fuzz and the Buzz.
11. Have the children get back into their pairs to read a new book to one another. Walk around the room to assist and assess progress. Encourage self help skills like reading on, body coda, or cover-ups.
12. Give the students a message topic for the day ö What is your favorite book? Why?
Reference: The letterbox lesson: A hands-on approach for teaching decoding by Bruce A. Murray and Teresa Lesniak, The Reading Teacher Vol. 52, No. 6 March 1999 Pages 644-650.
 

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