Uh,
Bugs!
Beginning
Rationale: To become successful readers, students must learn to identify letters and the sounds that those letters make. The children will learn the correspondence u=/u/. The students will learn meaningful representation of the letter and have plenty of practice with written and spoken words which contain u=/u/.
Materials:
-Primary paper and pencils for each student
-Poster with “Ursula undid her umbrella under the rain.”
-Letterboxes for each student
-Plastic letters for each child: a, b, c,
d, e, f, g, i, l, n, p, s, t, u.
-Cards with words on
them: up, dug, tub, cut, fun, sat, big, den, plug, blunt.
-Chalk and chalkboard
- Fuzz and the Buzz (one copy for every 2 students in the
class)
-Picture page with sets of pictures. One picture that has the /u/ and
one that
does not. (trunk, house)
- Worksheet with words
with the /u/ sound on one side and
pictures of the word on the other side.
Procedure:
1. Introduce the u=/u/ correspondence and explain how to find
it in
words. "Today we are going to find the letter u (write u
on the board). The letter u makes the /u/ sound. Watch
how my
mouth moves when I say the letter u. Now, you watch each
other say
the sound and see the mouth moves made. This is like the sound we make
when we
see a bug that we want to go away. When we say the /u/ sound
everyone
flick the bug away.
2. To practice recognizing letter u in written text, I will
hold up two
cards at a time. (One with a u word and one with a different
vowel, ex:
dug and bin.) Model how to find the word with the /u/ sound. "I
head
/u/ in du-u-u-g-g not b-b-i-i-n-n. I found the /u/ in dug
(flick). Now you try!" Ask the students which word contains
the /u/ sound. Tell them to flick the bug away when they hear the
/u/
sound in the words.
3. "Now, let’s practice saying a funny tongue twister
together. “Under the rug my uncle saw a bug.” Say it
together
several times. "This time lets stretch out the /u/ sound and flick the
bug
away each time you hear /u/. “Uuuuursula uuuundid her
uuuuumbrella
uuuuunder the rain.”
4. Draw the Elkonin letterboxes on the board for teacher use during
this part
of the lesson. Give each student a letterbox and letter
tiles. Tell
the students to turn the letterbox tiles on the lower case side.
"We
are going to practice spelling words with the /u/ sound. Look at
the
board and see how there are three spaces for three mouth moves. Right
now, I am
going to spell the word sun.
The first box is for the first sound in sun,
the /s/. The second box is for the second sound, the /u/. Remember
how the
/u/ sound makes the sound we say when we see a bug.
The third box is for the third sound in sun the
/n/. Now, you can practice with the
following
words: (2) - up (3)-dug, tub, cut, fun,
sat, big, den. (4)-plug.
(5)-blunt." Have the
students do it at their desks at the same speed you do it on the
board.
Say the word, count the sounds, make the number of boxes on the board,
and have
the students tell you the sound they hear.
5. Get out the letterbox words that are written on cards. Show
students
the model word. "We are going to read the word dug.
Let’s start with the /u/, now let’s add the /d/ - /du/.
Say it together. Its time to add the last sound /g/ -
/dug/. Now, let’s
say the whole word dug."
Continue doing this with all the words from the letterbox.
6. The students will be placed in pairs to read Fuzz and the Buzz.
Book talk before splitting the class up: “This book is about a bear who
loves
honey, but this bear, while getting honey one day, gets into some
trouble, to
find out what happens to Fuzz you and your partner will have to read
Fuzz and
the Buzz.." Give one book to each pair of students. One
child
will read pages 1-4 and the other 5-8. Listen and walk around
while the
students read the book to each other.
7. Say to students: " Tell me about a bug you don’t like and remember
that
when we are writing our u we will start at the fence, jump down
onto the
ground run and jump back up onto the fence and then jump back down once
again”
(model writing the u as you explain it). Pass out lined primary
paper for
the children and give them some time to write their message.
8. Assessment: Give the students a picture page where they should
circle
the pictures with the /u/ sound. Have the children write the
names of the
pictures under each one after they have finished finding the /u/ sounds.
References:
Cushman, Sheila. Fuzz and the Buzz. Educational Insights.
Homan, Amy. Umbrella Fun. .
http://www.auburn.edu/academic/education/reading_genie/innov/homanbr.html