Rationale:
For students to learn to read, they must first recognize what
each
correspondence says. It is important
that students learn vowel correspondences first. Learning
letters and their correspondences
will lead to successful decoding, reading fluency, and reading
comprehension. For this lesson, students
will learn to recognize the letter u and the correspondence u=/u/.
Materials:
*primary
paper and pencil for each student
*letter
boxes (Elkonin Boxes)
*plastic
letters (one set for each child) h,
u, n, t, l, c, b, o, k, j, p, s, r, g, c, h, i
*poster
with tongue twister printed on it -Tongue twister:
Uncle Ugh was upset
because he was unable to put his umbrella up.
*Copy of
the book Bud the Sub one for each student
*Which word
has /u/ in it worksheet
(attached).
*9 large
pieces of cardstock with the
following words written on them: (4) hunt, lunch, block, junk, plus (5)
strung,
crunch, crust, blink
Procedures:
(1)To
engage the
students, talk about how the alphabet is our "code" for spoken language. Explain to the students that we will be
learning all about the code and the sound for the letter u. Example: Today students, we will be learning
the all about the code for the letter u.
Talk with the students about how whenever you say u's sound, /u/
your
mouth is open about half way and your tongue stays behind your bottom
teeth. Have the students say this with you. Example:
I want you all to try this with me.
Let's say /u/ all together on the count of three.
These are some words that have /u/ in
them. Model reading the words scrub,
tub, truck, and grunt. Teacher should put emphasis on the /u/ sounds in
the
words.
(2)Students
will repeat
the tongue twister with me and act as if they
are punching themselves in the stomach whenever they hear or say the
/u/. Uncle Ugh was upset because he was
unable to
put his umbrella up.
(3)Pass out
the
primary paper and pencils to everyone.
Explain to the students that we will be learning how to write
the "code"
for the letter u. (The students should
already know the names for the lines on the primary paper, however they
may
need a review). Example:
Students, to write a u on our paper, we are going
to start at the fence dip down to the sidewalk and come back up to the
fence. Then on the right side of your
dip, start at the fence and drop all the way down to the sidewalk again. As the teacher is verbally explaining this,
s/he should also be modeling on the board where a primary line should
be
drawn. After everyone has done it
together, have the students try it themselves by finishing out the line
with
u's.
(4)Next, we
will be
learning to spell and read some words that have the /u/sound in them. At this point the teacher needs to take up
the primary paper and pencils and distribute the letter boxes and the
letters
to the students. Teacher will model how
to spell and read the words crunch, strung, and scrub.
Example: Boys
and girls, this is how I would spell the word crunch.
Since it has 5 sounds, we need 5 letter
boxes. In the first letter box I would
put a c for /c/. In the
second LB, I
would put the r for /r/. In
the third
LB, I would put u for /u/. In
the fourth
LB I would put the n for /n/. Finally
in
the last letter box, I would put both c and h for /ch/. Students
will spell each of the words listed
in the materials list in their letter boxes one at a time with the
teacher
coming around to make sure that they are correctly spelled. The letter boxes and the letters should be
taken away while the students attempt to read the words that the
teacher will
be holding in the front of the room (these are the cardstocks that have
the /u/
words written on them). Students will
choral read the words making the punching gesture to their stomachs.
(5) The
teacher then
needs to take up the letter boxes and the letters and distribute the
copies of Bud the Sub. Teacher
does a book talk. Example: Bud
the sub has a boss named Gus. Gus guides
Bud into a tug on accident. Uh oh! What will happen to Bud? You'll
have to read to find out. Students
will read the book with a
partner. Again the teacher will be
walking around making sure that everyone is on task.
As a review, the teacher will have the
students coral read the book and then talk about all the words that
have /u/ in
them.
(6)
Finally, as a
review the teacher will talk about what the students learned in today's
lesson. Example: I
like the way that everyone participated in
the lesson today. We talked about
u=/u/. What is our gesture for
u=/u/? (Students should remember the
punching gesture to the stomach). For
independent practice and the assessment for this lesson, students will
complete
a worksheet that has them draw a line from the picture to the word.
References:
Amy Crump
Uh...Did I
Do That? http://www.auburn.edu/academic/education/reading_genie/persp/crumpbr.html
Phonics
Reader Short
Vowels: Bud the Sub (1990). Carson, CA (USA) St. Albans, Herts (UK):
Educational Insights.