Punch in the Stomach...uhhh

# Brittany Smith

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.