Yummy in my Tummy!

Heather Kenny

Beginning Reading

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/.


Materials:

- Word cards with the following words printed on it: duck and dog, bun and bread, sun and moon, plum and apple, mat and run
- Sentence Strip with Tongue Twister: The ugly plum was yummy in my tummy!
- Letterboxes per student
-Large cards with the following words written separately on each:  luck,
sun, hug, bun, nut, grub, brush, drum, stuck, strut, plunk, cat, den, sent, cup
-Letters: a, b, c, d, e, g, h, k, l, m, n, p, r, s, t, u (per student)
- White-board, eraser and marker
- Bud the Sub, by: Sheila Cushman (one per pair of students)
- Primary paper and pencil
- Picture page with the following pictures: bug, bed, duck, car, drum, pen  

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 say The uuugly pluuum was yuuumy in my tuuumy.

2.  To practice recognizing the letter u in written text, I will hold up two cards at a time (cards with words duck and dog, bun and bread, sun and moon, plum and apple, 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. The uuuugly pluum was yuuumy in my tuuummy. Say it together several times. Now I want us to say our tongue twister, but let’s stretch out the /u/.  Point up when you hear the /u/ sound like you are pointing as a balloon goes up up up.

4.  Draw letterboxes on the board for teacher use during this part of the lesson. Give each student a letterbox with his or her own letter tiles. 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 up. The first box is for the first sound in up, the /u/, which is like our tugboat horn. The second box is for the /p/. Now you are going to practice with the following words: (3)- sun, luck, hug, nut, cat, den  (4)-slum, grub, brush, 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.

6.  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 nut. Let us start with the /u/, next let’s add the /n/--/nu/. Say it together. Now let’s add the last /t/ - /cut/. Our word is nut. 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.

7.  The students will be placed in pairs to read Bud the Sub. Book talk: Bud is a small submarine and his boss is Gus.  Gus and Bud have fun in the ocean water!  One day a tug boat runs into ice and Bud and Gus go help.  But do you think Bud will be big enough to tow such a large boat?  Read the book to find out! Pass out one book per pair of students. The students will take turns reading the book to each other. I will walk around, listen, and observe each pair of students.

8.  Write a message about what it would be like to be Bud.  Do you think you could pull the Tug? Remember that when we make the letter u that we start at the fence and draw down to the sidewalk, curve over, and back up to the fence. Now, without lifting your pencil, you should draw a straight line back down to the sidewalk.

9.  Assessment:  Students will be provided a picture page where they should circle the pictures with the /u/ sound. While students work on the picture page, I will call students up one at a time to assess their reading of Bud the Sub and their understanding of u = /u/ in print and spoken language. I will be using a running record.

10.  References:

Cushman, Sheila. Bud the Sub. Educational Insights: Carson, CA, 1990.

Braswell, Jaime.  The Tug Says Uhh!. http://www.auburn.edu/rdggenie/begin/braswellbr.html

Murray, Dr. Bruce. Teaching Letter Recognition.

http://www.auburn.edu/rdggenie/letters.html

Jackson, Maria. Balloons go Up, Up, Up in the Sky

http://www.auburn.edu/rdggenie/connect/jacksonbr.html

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