Rationale: Having a strong understanding and identification of common correspondences develops proficient readers. It is extremely important to be familiar with vowel correspondences. Through this lesson, the goal is to teach the vowel correspondence u=/u/. This lesson will help children identify u=/u/ in written words, as well as, identify the appropriate placement of u=/u/ when spelling, by learning a meaningful representation and letter symbol, and then gaining some practice in using u=/u/ to read and spell.
Student copies of Bud the Sub by Sheila Cushman, Educational Insights, 1990
Elkonin letter boxes and cutout letters for each student
Letters: b, g, m, n, p, r, s, t, and u
Chalkboard and chalk
Word cards: bug, horse, hot, books, sun, boat, duck
Assessment word list: bud, bed, duck, cat, drum, stick, thump, hit
Tongue Twister: Uncle was upset because he was unable to put up his umbrella.
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! Now I want everybody to make the sound /u/. Good! I want to make a of words that contain /u/ on the board. I know a word, slug. Now I want help from everybody to make our list. (Some of the words may not contain u but write all the words they say) That was great. You all did a great job with this!
3. Write a tongue twister on the board. “Uncle was upset because he was unable to put up his umbrella.” I am going to say the tongue twister and then I want everyone to 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.
5. Draw Elkonin boxes on the board so the teacher can model. Class, we are going to do a letterbox lesson using /u/ sound.
First, I want everyone to take out their letter boxes and letters. Turn all of your letters with the lowercase side up. Everyone is paying attention very well. Class, I want you to look up here on the board. I have two letter boxes drawn. Can anybody tell me why I have only two boxes? Yes, that is right, because the word has two mouth moves. For example, I want to spell the word up. So the first mouth move we make is uuuu and the second mouth move we make is ppp So we would put the u in the first box and the in the second box. Now let’s get some practice doing this. I am going to give you a word and let’s try it run. How many boxes will we need for this word, how many mouth moves does out mouth make? That is right three. R will go in the first box then u in the second and n in the third. You all did a great job! The students will use these words that I give them to continue with the letterbox lesson: 3[rub, bug, sun, gum] 4[stub and bust] Class, I will come around after I call out each word and see how you all are doing. Everybody did a great job! Now I want you to put your letterboxes and letters up.
Cushman, Sheila. Bud the Sub.
Murray, B.A. & Lesniak, T.
(1999). The Letterbox Lesson: A hands-on
approach for teaching decoding. The
Wallach and Wallach’s Tongue Twisters- http://www.auburn.edu/rdggenie/twisters.html.
Wells, Lisa. Ugly
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