Kim Lampe
Around the World with Bud the Sub 

Rational:  “To maximize word recognition growth, the wording of children’s early texts should be carefully coordinated with the content and schedule of phonics lessons" (Adams, 125-6).  The goal of this lesson is to teach the u=/u/ correspondence.  During the lesson, the children will learn words with /u/ in them, read a book focusing on /u/ and complete a worksheet.  After the lesson I am hoping for the students to have a good understanding of the /u/, and be able to continue to recognize /u/ when they see it in print.

Materials:
-Bud the Sub (Short u blue book from classroom set)
-worksheet (included)
-pencils
-chalkboard
-chalk
-Around the World flash cards

Procedures:
1. We will review the most recently taught vowel correspondence /o/.
2. First, we will introduce the letter u; have the letter on the chalkboard for the children to see.  Boys and Girls, what letter is this?  Right!  Does anyone know what sound the letter u makes?  That’s right, /u/.  What does our mouth do when we say /u/?  Is it open or closed?  Where’s our tongue?  On the bottom of our mouth, right!  Everyone say /u/ with me, /u/, /u/, /u/, like /u/ /u/ /u/ umbrella.
3. Teach the class a tongue twister…The pup went up to the tub after having fun in the sun.  Say it twice to the class and then have them say it with you. (Write it on the board for them to see)  Have them count how many of the words have the /u/ sound.(On the board circle the words that have it)
4. Now, we’re going to pick out which words have the /u/ in them.  I am going to give you two choices and you hold up 1 finger if it’s the first word and hold up 2 fingers if the /u/ sound is in the second word. (up vs. down, pup vs. dog, sub vs. sound, sun vs. moon, cut vs. rip)
5. Can you guys think of any other words that have /u/ in them? (Take a couple answers and move on)
6. Now, we will read the book Bud the Sub.  I will give each of you a partner so you can read to each other and help each other if needed.  If there’s a word that gives you both trouble raise your hand and I will come by to help you.  After they have done this, read the book together as a class.(Collect books when finished)
7. The children should practice on their paper now.  They will have a block of words and must circle the words with  the /u/ in them.  Boys and girls, we’re going to do a worksheet now.  What I need you to do is circle all of the words with the /u/ in them.
8. Assessment:  When they are finished with their worksheets, collect them to check.
9. Activity:  Play Around the World with the class.  Have flashcards with /u/ words and words that are not /u/ words on them.  Start with the 1st two students in class and have them stand up next to each other and you hold up two cards.  They tell you which word has /u/ in it or if both/neither have it.  Whoever is right first moves on to the next person.  Continue around the room until someone beats everyone or for a certain amount of time.
10. When you finish the game, review with the children.  Ask What sound did we learn today?  What letter makes that sound?  What word do we use to remember that sound…umbrella!

References:
1. Adams, Marilyn (1990) Beginning to Read:  Thinking and Learning about Print  A Summary  Center for the Study of Reading the Research and Education Center; University of Illinios at Urbana-Champaign. p. 125-6.
 

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