Up, Up,
Up, and
Away!!!Beginning Reading Lesson Design
Up, Up,
Up, and
Away!!!Rationale: It is
necessary for beginning readers to be able to recognize that
letters map out phonemes in spoken words. Vowels are often hardest for
children
to learn. In this lesson, the children will learn to recognize, spell,
and read
words that contain the correspondence u = /u/. This correspondence will
be
learned by giving the children a meaningful representation and by
giving them
practice with both written and spoken words that contain u = /u/.
Sentence
strip with tongue twister: Uncle was upset because the balloons went up
up up.
Letterboxes
for each student.
Large
cards with the following words written separately on each: cub, luck,
pug, slum,
hump, grub, pluck, strut, cat, den, sent, cup
Letters;
a, b, c, d, e, g, h, k, l, m, n, p, r, s, t, u (per student)
Chalk
or white board, eraser and marker
Fuzz
and Buzz (Educational Insights book)
Primary
paper and pencil
Procedure:
1.
Introduce the u = /u/ correspondence and how to spot it in written
words. Today
we are going to work with the letter u in things we read. (hold
the
letter u card for the students to see). The letter u
makes the
/u/ sound. How does our mouth move when we say /u/? Our mouth is open
and our
tongue stays still. This is like the sound we make when we see our
balloons
going u-u-up in the sky. Let’s all say the /u/ sound and point up
like we
are seeing our balloon go uuup uuup uuup in the sky.
2.
To practice
recognizing the letter u in written text, I will hold up two
cards at a
time (cards with words tuck and dog,, bat and but, fun and
tag,, bug
and pat, mat and run written on them). Model for them first showing
and
saying duck and dog. “I hear /u/ in duck, not dog. The u
is
here between the d and the c. Now you all try!” Ask students
which word
contains the letter u. Hold up one card and as a group say it
together,
then do the same with the second card. Ask “Which word has the /u/
sound in
it?” Call on students to answer and point out where they see u in
the word.
3.
Now I want
us to practice saying our silly sentence together. Uncle was upset
because
the balloons went up up up. Say it together several times. Now I
want us to
say our tongue twister, but let’s stretch out the /u/. Uuuncle was
uuupset
because the balloons went uuup uuup uuup. Point up when you hear
the /u/
sound like you are pointing as your balloons go up up up.
4.
Draw
Elkonin letterbox on the board for teacher use during this part of the
lesson.
Give each student an Elkonin letterbox with his or her own letter
tiles. Ask
the students to make sure that their tiles are lower-case side up. We
are going
to practice spelling words with the /u/ sound. Look at the board and
notice
that I have two boxes drawn—this is for two mouth movies. Right now, I
am going
to spell the word cup. The first box is for the first sound in
cup,
the /c/. The second box is for the /u/,
like the sound of our balloon going uuup uuup uuup, and the third box
is for
the /p/. Now you are going to
practice with the following words: (3)-cub, luck, pug, cat, den
(4)-slum,
hump, grub, sent (5)-plunk, strut. Make sure that each time
the
number of phonemes changes that the students are prompted to open their
letterbox up by one more box. Review words have also been included in
this
lesson to review the short vowel correspondences already learned.
5.
Get
out the
letter box words that have been written on the big cards. Show
students
the model word. We are going to read the word cup. Let us
start
with the /u/, next let’s add the /c/--/cu/. Say it together. Now let’s
add the
last /p/ - /cup/. Our word is cup. Call on one student to read
the word,
and then have the class repeat the word as a group. Repeat
the rest
of the words calling on students to sound out the word and then repeat
the word
as a group.
6.
The
students will be placed in pairs to read Fuzz and Buzz. Book talk: This
book is
about a bear who loves honey, but this bear, while getting honey one
day, gets
into some trouble, to find out what happens to Fuzz you and your
partner will
have to read Fuzz and the Buzz.
7.
Assess
the students:
Hand out worksheets containing pictures that have the u
correspondence. “I want you to look at each picture and decide if
the
word contains our /u/ sound in it. When you find a picture with
that
sound, color it.” You might even encourage students to spell the
word by
writing it under the picture. Walk around and check students as
they do
the worksheet. While
students work on
the picture page, I will call students up one at a time to assess their
reading
of Fuzz and Buzz and their understanding of u
= /u/ in print and spoken language. I
will be using a running record.
References:
Autumn Aldrich,
Uh Oh, It's U
http://www.auburn.edu/rdggenie/insp/aldrichbr.html
Maria Jackson, Balloons Go Up, Up, Up in the Sky.
http://www.auburn.edu/rdggenie/connect/jacksonbr.html
Brittany Moore,
Up, Up, and Away With the Letter U
http://www.auburn.edu/rdggenie/explor/moorebr.html
Murray, Dr.
Bruce.
Teaching Letter Recognition.
http://www.auburn.edu/rdggenie/letters.html
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