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