Pooh's Rumbling Tummy



u = /u/

Reading Words Lesson Plan

By: Naomi Lewis

 

Rationale: It is important for children to learn recognize their short vowel sounds and letters because these make up the majority of all words. This lesson is designed to help children learn the correspondence u = /u/. Throughout the lesson the children will be able to see this correspondence modeled and be given the opportunity to practice it themselves.

 

Materials:

* Large Dry Erase Board & marker

* Card with u = /u/ and a picture of a Tigger looking confused

* Sentence strip with Tongue Twister: “Pooh’s rumbling tummy is under the umbrella on the rug.”

* Elkonin boxes (for each student)

* Letter manipuliatives: a, b, c, h, m, n, p, s, t, u

* Words cards with the following words written on the: cut and cat, duck and dog, tub and tag, rug and rat

* Primary paper and pencils for each child.

* Bud the Sub, by: Sheila Cushman, Educational Insights. (one per pair of students)      

* Worksheet with the following pictures: bed, rug, drum, brush, truck, lock. bug, and flag

* Word List for assessment: blub, sluff, nuck, kug, pum, vung, dunt, shust (one for each child)

 

 

Procedure:

*  “Do you remember how we have been learning to read words? Last week we learned that a [write on board] says /a/ and how to read words that have the /a/ sound in them.”

*  “Today we are going to learn the sound u makes and how to find it in a word. This is what the letter u looks like: [draw on board].”

-  “The letter u makes the /u/ sound, like when you don’t know the answer you say “UHHH, I dunno”. [show card with picture of Tigger looking confused] Let’s look at what our mouth does when we make the /u/ sound. [wait a few minutes for response]. That’s right, our mouth is open.”

-  “Everyone practice making the /u/ sound and shrug your shoulders like you don’t know something [model this].”

*  Now, I am going to hold up some words. We will try to read them together and then I want you tell me which word has the letter u in it.

-  hold up cut and cat, tug and tag

-  Ask children to raise their hand and call on one to tell you which word has the letter u. Can also ask a child to point to the u in the word.

*  This time I want you to tell me which word has the /u/ sound.

-  hold up duck and dog, rug and rat

-  This time just have the children call out which word has the /u/ sound in it.

*  To practice saying our /u/ sound I wrote a funny sentence for us to say. Listen to me as I read it and then I want you to read it with me. “Pooh’s rumbling tummy is under the umbrella on the rug.”

-  Let’s read it again, but this time we are going to stretch out the /u/ sound: “Pooh’s ruuuuumbling tuuuuummy is uuuuunder the uuuuumbrella on the ruuuuug.”

*  [Have students get out their Elkonin boxes and letter manipulatives and instruct them to turn all their letter tiles to the lower-case side. As they do this, draw two Elkonin boxes on the board for teacher use.] “Now we are going to practice spelling words with the /u/ sound. I have two boxes on the board because the word I am going to spell as two mouth moves. I am going to spell the word up. The first box is for the first sound in up, the /u/. The second box is for the /p/. Now you are going to practice with the following words: (2) – us; (3) – sun, cut, cub, mat; (4) – hunt, munch; (5) – stump. [ Be sure to provide as sentence using each word]

*  “Now it is my turn to spell the words, and your turn to read them.” [Write each word on the board and model how to read words written on the board.] – “Watch me as I show you how to read the words: write p-u-p. Let us start with the /u/, next let’s add the /p/--/pu/. Say it together. Now let’s add the last /p/ - /pup/. Our word is pup. [Call on one student to read the word, and then have the class repeat the word as a group. Use the same words that the students have already spelled.]

*  The students will be placed in pairs to read Bud the Sub. Book talk: “Bud is a sub who has an important job to do when a tug gets hit. Can Bud save the tug? We will have to read and 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.

*  Write a message about what you would do if your tummy was rumbling. Remember that when we make the letter u that we start at the fence line and draw down to the sidewalk, curve over and back up to the fence. Now, without lifting your pencil, you should draw a line back down to the sidewalk.  (Children should use invented spelling.)

 

Assessment:

*  Students will be given a picture page were they will circle the pictures that have the /u/ sound.

*  As the children work on the worksheets, call them up one at a time to read a set of words that have the /u/ sound. This will assess them on their knowledge of u = /u/

*  The children will also be assessed by observation throughout the lesson.

 

References:

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

Murray, B.A. and Lesniak, T. (1999). The Letterbox Lesson: A hands-on approach for teaching decoding. The Reading Teacher, 644-650.

Boshell, Lindsay. Unopened Umbrella http://www.auburn.edu/rdggenie/insp/boshellbr.html

Wells, Lindsey. Ugly Umbrellas http://www.auburn.edu/rdggenie/inroads/wellsbr.html

 

 

u = /u/






Name:____________________________________________

 

 Cirlce the pictures in which you hear the short u (/u/) sound in their name.

 

 

                                    

 

 

                                     

 

 

                                              

 

 

 

                                              

 

 

 

 

 

Name:___________________________ Date:_________________________________

 


blub        pum   

 

sluff        vung 

 

nuck       dunt 

 

kug          shust


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