Pamela Bailey
Uhh, I
don't know
By Pamela Bailey
Beginning Reading
Rationale: Children need
to learn
that vowels represent phoneme (sounds) and that phoneme and grapheme
are
related to each other. Students can become great spellers if they
realize
grapheme and phonemes work in relationship with one another. It is hard
sometimes for students to grasp the concept of short vowel sounds, but
when
vowels are put with a picture and phonemes (sounds) then it easier for
the
students to grasp. The goal of this lesson is help students identify
the u=/u/
correctly and utilize in spelling correctly. This lesson will also help
children identify the u=/u/correspondence in written words. The students
will learn meaningful representation of
u and have practice identifying written and spoken words
containing the
correspondence u=/u/.
Materials:
Pencils
Primary paper
Copy of decodable Text Fuzz
and the Buzz
Letterbox
for each student (made out of multi-colored card stock)6 Boxes will be
cut out
4x4 using the multi-colored card stock.
Letter
tiles for each student( placed in a ziplock bag) b, c, d, f, f, g, k, l
m p, r,
s, t, u, i, e, n, a
Letterbox
set for teacher along with letters needed. b, c, d, f, f, g, k, l m p,
r, s, t,
u, I, e, n, a
Phoneme
Picture of a confused man to hand out to students.
Word
cards: (duck, tug, puck, bug, club, bluff, scum, bump, crust, beg, net,
sit,
bad
Sentence
strip displaying- "Uncle was upset because he was unable to put his
umbrella up.
Letter
u Worksheet
Procedures:
1. "Today we are going to learn the sound of the letter u It
makes the sound /uh/.
Kind of like when you don't understand something. See how this man
looks
confused? (Show phoneme picture). He's saying Uhh! Can you
scratch your
chin, and display a confuse look on your face." (Teacher
will model /u/
by
scratching chin and saying the sound /u/ makes.) "Now with
me I want
you to say
uhh, and act as if you don't understand
something. That's the phoneme
(sound)
/u/. Good!"
2. "Now
class we will practice a tongue twister that goes
along with the
/u/
sound." (Teacher will display sentence strip with tongue
twister) "I
will first
read it carefully and slowly so that you can hear it. Ok, Uncle
was
upset because he was unable to put his umbrella up." I will say
this
twice and then say it along with the students. "Now class
we are going
to say
it very slowly, stretching out the uh every
time we hear it. Uuuuncle was uuuupset because he was
uuuunable to
puuuut his uuuumbrella uuuup. Great work!"
3. "You guys did great with
the tongue twister; now let's try to find the u
sound in the
different
spoken words." (Students will listen as I say two words) After
they hear the words, they will have to
tell me which of the two words contained the u sound in it. Teacher will model the first two words.
"Do you hear the u sound in:
1.
under or over(teacher example 1)
2.
uncle or sister( teacher example 2)
3.
hut or rat
4.
bush or comb
5.
hug or kiss
6.
up or down
7.
put or look
8.
stuck or slip"
Then I will tell the students
that I hear the u sound in
uuuunder, not over, and in uuuncle not sister. I will be sure to
stretch out
the u sound when giving the answer to the students. "I want you
to
listen carefully for the /u/ sound." The
teacher will say each word slowly and the students will listen for the u
sound in the following words listed above.
4. Students will now practice
spelling the words in the letterbox
lesson. Before the
students
are given their sets of letterboxes and letters, I will model how to
use the
letterboxes. I will then display three boxes and tell the students
that
each colored box will represent a different sound, for example /s/ /u/
/d/ has
three phonemes (sounds). I will say it once and then slowly stretching
it out
listening to the different sounds my mouth will make as I say the word
sud. I
will then display the letterboxes and letters. "Ok Class, I
will start
with ssssud, and I hear the s sound in sud so I will
put
the s in the first box. Now let's listen for the next
sound, suuuud.
There is the uh sound, which means that there is the letter u in
that
part of the word. A u will be placed in the second box
of the
letterboxes. Now let's listen for that last sound in sudddd.
That
sound is the letter d, so now I will put the letter d
in the
third box." Last, I will remove the boxes and then read the
word sud
aloud to
the students. Teacher will continue with words in the letterbox lesson.
(duck, tug, puck, bug, club, bluff, scum,
bump, crust, beg, net, sit ,bad) I will observe for understanding
to see if
they are placing the letters in the letterbox lesson correctly.
6. I will then display words
on the board, and allow students to read them aloud to check for
pronunciation
of the words, and to see if the students can read the words that they
have just
spelled out in the letterboxes.
7. After
the letterbox
lesson the teacher will introduce the book Fuzz and the Buzz. This
is a great book to get students involved in learning the letter /u/
sound.
"Fuzz is a cub who runs and plays outside on a hot day. He tries
really hard to get nuts from the top of a tree, but they all fall down
and bop him
on his head! With the nuts comes a mad bug! They swarm
around him
and buzz and buzz. Oh no! What will Fuzz do? Let's read and
find
out!" Have students read book to themselves or in pairs.
When
everyone is finished, ask students to raise their hands if they
remember any
words with the /u/ sound they read in the text. Spell the words
together
as teacher writes the words on the board, and the students write the
words on
primary paper.
8. "Now that
you have all read the book at least one time I want
you write me a message about how would you react if a mad bug came at
you. Remember
to use good words with /u/ in them and be sure your u starts
at the
fence, swings down to the sidewalk, and curls back up to the fence
again but
further down. (Teacher will model this on the board) Good!"
Assessment:
The teacher
will observe,
and evaluated during each step of the u = /uh/ lesson, the letterbox
lesson,
reading with a partner, and the message. Miscues will be noted
and
additional scaffolding will be provided as needed.
References:
http://www.kidzone.ws/prek_wrksht/learning-letters/u2.htm
Learning
letters/short
vowel sounds by Tasha and
Kaitlyn
Fuzz and the Buzz
educational Insights,1990
http://www.auburn.edu/academic/education/reading_genie/phonpics.html