Around the World with Bud the Sub 

Bud the Sub 

Kathryn Nebrig

Beginning Reader

 

 

Rational:  ‰¥þTo maximize word recognition growth, the wording of children‰¥ús 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‰¥ús 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‰¥úre 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

 

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