Around
the World with Bud
the Sub
Beginning
Reader
Rational:
‰¥þTo maximize word recognition growth, the wording
of children䴜s early texts should be carefully coordinated
with the
content and
schedule of phonics lessons" (Adams, 125-6). The goal of this
lesson
is to teach the u=/u/ correspondence. During the lesson, the
children
will learn words with /u/ in them, read a book focusing on /u/ and
complete a
worksheet. After the lesson I am hoping for the students to have
a good understanding
of the /u/, and be able to continue to recognize /u/ when they see it
in print.
Materials:
-Bud
the Sub (Short u blue book from classroom set)
-worksheet
(included)
-pencils
-chalkboard
-chalk
-Around
the World flash cards
Procedures:
1.
We will review the most recently taught vowel correspondence
/o/. We will go over the tongue twister,
‰¥þOliver
had an operation in October, and Oscar gave him an octopus.‰¥ÿ
We will
also
review the representation that we made between the /o/ sound and the
sound that
we make when the doctor asks us to open up and say /o/.
2.
First, we will introduce the letter u; have the letter on the
chalkboard for the children to see. Boys and Girls, what letter
is
this? Right! Does anyone know what sound the letter u
makes?
That䴜s right, /u/. When we make an /u/ sound, we
open our mouths
and keep
our tongues down. Everyone say /u/ with me, /u/, /u/, /u/, like
/u/ /u/
/u/ umbrella.
When you make the /u/
sound think about the sound you make when you get hit in the stomach.
Like a
punch in the stomach we bend over and say, /u/! Now everybody bend over
like
you just got punched, hold your tummy and say /u/.
3.
Teach the class a tongue twister‰¥ÏThe pup got in the tub and
said
‰¥þrub a dub dub‰¥ÿ. Say it twice to the
class and then have them
say it
with you. (Write it on the board for them to see) Have them count
how
many of the words have the /u/ sound.(On the board circle the words
that have
it)
Now everybody says it with
exaggeration and with the motions.
4.
Now, we䴜re going to pick out which words have the /u/ in
them. I am going to say some words and you bend over and hold
your tummy
if you heard the /u/ sound. (up vs.
down, pup vs. dog, sub vs. sound, sun vs. moon, cut vs. rip)
5.
Can you guys think of any other words that have /u/ in them?
(Take a couple answers and move on)
6.
We will read the Big Book version of Bud in the Sub so that
everyone can see and read along. I will read it once all the way
through, then
a second time exaggerating the /u/ sound.
7.
The children should practice on their paper now. They
will have a block of words and must circle the words with the /u/
in
them. Now I want all of you to look over this piece of paper and
circle
the words with the sound /u/ in them. Read them the best you can to
yourself,
and then circle the one that you think fits.
8.
Go over the worksheet as a class and have the whole class
declare if the word has a /u/ sound or not. Talk about why the word cat
does
not and why the word tug does, for example. Apply the concept of
exaggeration
and using the motions when reading to see if the /u/ sound is present.
Assessment:
When they are finished with their worksheets, collect them to check.
9.
Activity: Play Around the World with the class.
Have flashcards with /u/ words and words that are not /u/ words on
them.
Start with the 1st two students in class and have them stand up next to
each
other and you hold up two cards. They tell you which word has /u/
in it
or if both/neither have it. Whoever is right first moves on to
the next
person. Continue around the room until someone beats everyone or
for a certain
amount of time.
10.
When you finish the game, review with the children. Ask
What sound did we learn today? What letter makes that
sound? What
word do we use to remember that sound‰¥Ïumbrella!
References:
1.
Adams, Marilyn (1990) Beginning to Read: Thinking and
Learning about Print A Summary Center for the Study of
Reading the
Research and Education Center; University of Illinios at
Urbana-Champaign. p.
125-6.
2.
Kim Lampe, Murray class Fall 2002