Beginning Reader
By: Jenna Gore
Fuzz Gets a
Big Buzz!
Beginning Reader
By: Jenna Gore
Rationale: To enable children to be successful readers, it is imperative that they learn to identify letters and the sounds that those letters make. The letter-sound correspondence is the foundation of reading and therefore requires explicit instruction. This is why I have chosen to teach the short vowel u and its sound /u/. In my lesson we will go over the u = /u/, spell words with this correspondent, and identify it in print and spoken language.
Materials:
Letterbox set for each student Dry
Erase board
Letterbox set for the teacher (This is a piece of 8 x 10 colored card
stock for
each box. This provides a letterbox that is big enough for the
teacher to
model for the class.)
Copy of Fuzz and the Buzz copy for my student
Primary Paper
Lead Pencil
Letter blocks for students and letters for the teacher Letters needed:
p, u, f,
f, a, l, t, o, b,
g, z, z, s, h, n, m, c, r, k,
Poster of Tongue Twister “Ugly
duckling was upset because he was unusual”
Procedures:
1.)“Today we are going to learn a new sound for one of our alphabet
letters. That letter is u. The sound that we are learning
is the
sound that u makes when it is alone in a word and that sound is
/u/. To
make it easy to remember our new sound, we are going to learn a fun
movement we
can do with our bodies. Have any of you ever had a time when you
couldn’t
remember something, so you put your hand to your head and say uuu, to
help you
remember! Well, I know I have and whenever that happens I always put my
hand on
my head and say /u/. Demonstrate by putting hands on your head and
saying
/u/. Now let’s see if you can do it. Remember to make the /u/ sound
when you
put your hands on your head. I like that attitude! Learning is
fun and
it’s important that we have fun while we learn.”
2.)
“Now let’s learn a fun tongue twister with our /u/
sound in it. Put up the poster for all the children to see. Our
tongue twister says “Ugly
duckling was upset because he was unusual!”
Can anyone tell me what unusual means? That’s right it means it
different. Now I want you to read the tongue twister with
me. Thank
you for reading with me! This time when we read our tongue
twister I want
us to stretch out the /u/ sound and when we do that let’s do our hand
on our
head movement. Everyone ready? “Uuugly
duuuuckling was uuuupset because he was uuunusual”! Wow you are great
at this.
3.)Now have the student tell whether they hear the /u/ sound in
different
words. “I’m going to give you a choice between to different
words and
I want you to tell me which word has the /u/ sound. Does bat or
tug have
the /u/ sound? Good. job or fun? Jump or dance?
4.)“Take out your letters and letterboxes. Make sure you
spread out
your letters on your desk so that you can see all your letters. (Use
the big model taped on the board so that you can see the boxes and the
letters.)
Now, we are going to spell words that have the /u/ sound in them.
Remember to put only one sound in each box. Watch me as I spell
the word
bug. /B-b-b-u-u--g-g-g/ I am saying the word out loud so I
can hear
all the sounds. It’s ok to do that, it helps to say the word out
loud so
we can hear all of the sounds. The first sound I hear in bug is
/b/. So, I am going to put the b in my first
box. What
is the second sound I hear? (Do the hand on head move) Correct!
I hear
the /u/ sound. So, I put the u in the next box. The last
sound I
hear is /g/, and so I put the g in the last box. Let’s read our
word. B-u-g. Good job! We have just spelled the word bug! Let’s
give you
a try now and see if you can spell these words that have /u/ in
them. Use
your letters and letterboxes to spell these words: (2) phonemes: up (3)
puff,
hug, buzz, mud (4) blush, stun, (5) strum. Tell the student how
many boxes
they will need to use for each set of words. We’re ready to
practice reading
and spelling our words with the /u/ sound. Do your best to spell
them
just the way I showed you. When you are finished, raise your hand
and I
will come check your work!
5.)After your student has
finished
spelling the words and reading them, pass out
Fuzz
and the Buzz to each pair of students. “Today we are going to
read a
story
called Fuzz and the
Buzz. This story is about Fuzz the cub. One day Fuzz
decides to go out for some nuts. To get the
nuts Fuzz has to shake the tree
that
the nuts are in, but when he shakes the tree he makes some bees, that also lived in the tree, very mad.
What
will happen to Fuzz? Will he be able
to
get away?! You'll have to read to find out! So everyone start reading
with your
partner. Make sure you both
read too. I am going to come around if
you
have any questions.” Have your student read on their
own. When
they are
finished reading, ask
the students what words they read that had the /u/ sound in them.
Write the words on the board.
Assessment:
Pass out the picture worksheet and go over the names of the different pictures to avoid confusion. Have the students’ circle the pictures that have the /u/ sound and let them color after they have completed the worksheet. For other assessments, the teacher could have each child come up to the teacher's desk individually and read Fuzz and the Buzz and assess the reading using a running record.
References:
Icky Sticky
Fingers! by Meg Betbeze
http://www.auburn.edu/rdggenie/innov/betbezebr.html
Murray, B.A.
& Lesniak, T (1999). The Letterbox
Lesson: A hands-on approach for teaching decoding. The
(1990). Phonics Reader Short Vowel, Fuzz
and the
Buzz.