Emergent Literacy Lesson Design
Recognition of phonemes in a word is an important step in learning to
read. Children must understand that each letter of
the alphabet represents a phoneme and that the spellings of phonemes
are mapped out in words. They must learn to
recognize phonemes in spoken language as well. This
lesson will help students identify the short u sound (u = /u/).
Students will learn to recognize /u/ in spoken words by learning
a meaningful representation and a letter symbol, and then practice
finding /u/ in spoken words.
primary paper and pencil; chart with "Three bugs juggled plums under an
umbrella;" class set of flash cards with a picture of a bug on one side
and an X on the other; drawing paper and crayons; book that
incorporates /u/, Fuzz and the Buzz by Sheila Cushman;
picture page with illustrations of bug, nut, bed, plum, tub, sun, pan,
cup, rug, & pig.
- Introduce the lesson by explaining that each
letter of the alphabet has its own special sound as well as its own
special way of being spoken by moving our mouth a certain way.
Then ask the students if they know how to write the letter u
and if they know what sounds it makes. "Today
we are going to learn about the letter u. The
letter u has two different sounds, just like all the other
vowels, a long sound and a short sound. The short u
makes the /u/ sound. Today we are going to be
looking for /u/ in all kinds of words."
- Ask students: "Does anyone know what a
foghorn is? Tugboats sound a foghorn to warn other
boats that they are coming through the fog. It
makes the /u/ sound." Model for them how to
do the pulling of the foghorn motion while saying /u/, then ask them to
do the same. "That is the sound we will be
looking for in words today. As I say bug,
listen for the /u/. bbb-u-u-u-u-u-u-gg.
When you find a word with the /u/ sound in it, I want you
all to do the foghorn motions with your arms, like we just did."
- "Now let's try a tongue twister (on chart).
'Three bugs juggled plums under an umbrella.'
Good job! Let's all say it together
again, only this time, let's stretch out the /u/ sound in the words—and
don't forget to sound your foghorns! 'Three
pl-u-u-u-u-ms u-u-u-u-nder an
Let's try it one more time, but this time we are going to
break off the /u/ from the words. 'Three
b /u/ gs j /u/ ggled pl
/u/ ms /u/ nder an /u/
mbrella.' Nice job!"
- Have students take out primary paper and pencil.
The teacher will model every step of the letter making
process as it comes. "The letter u
represents /u/. Let's write it. Start
at the fence, draw straight down to the sidewalk, curve over, and back
up to the sidewalk; now, without lifting your pencil, draw straight
back down to the sidewalk. I am going to walk
around to see everyone's u. After I put a
sticker on your paper I want you to write a whole row of u's
just like the one we wrote together. Don't
forget—when you see the letter u in a word, that means it makes
the foghorn sound (/u/)."
- Pass out flash cards to students. "I
am going to say some words one at a time. If you
hear /u/ in a word show me the side of the card with the bug on it; if
you don't hear /u/ in a word then show me the side of the card with the
X on it." Say words one at a time: bug,
nut, bed, plum, tub, sun, pan,
cup, rug, & pig.
- Read Fuzz and the Buzz aloud to
students and talk about the story. Read it again
stretching out the /u/ in words, each time having the students do the
foghorn motion. After reading the story a second
time, list all the words in the story that have the /u/ sound in them
on the board. Finally, have the students draw and
color a picture to illustrate the story and write a short message to go
along with it (they may use inventive spellings).
- For assessment, the teacher will help the
students identify the names of images on a picture sheet. The
students will circle the pictures with the /u/ sound and then use
inventive spellings to write the names of the circled pictures.
Marilyn-Jager. (1990). Beginning to Read: Thinking and Learning
About Print. Center for the Study of Reading
and The Reading Research
and Education Center,
University of Illinois
at Urbana-Champaign. Pg. 12.
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