Uh, Can You Repeat the Question?


Beginning Reading

Sarah Daughtry


Rationale: This lesson will help beginning readers to learn to spell and read words. They will learn to recognize u = /u/ in written and spoken words. They will learn a meaningful representation and practice spelling and reading words with u = /u/ using a letterbox lesson. Students will also read a new book.


Letterboxes for each student and one for teacher; Letterbox letters for each student and teacher: [C,U,B,G,M,J,P,L,S,N,K,H]; Picture of "Uh, can you repeat the question man"; Chart with "Fuzz heard a buzz under the rug."䴊Tongue twister; Word list with words for oral assessment; Primary paper and pencil; Word cards CUB, GUM, JUMP, PLUG, SUNK, LUNCH; Book Fuzz and the Buzz (Cushman, Sheila. 1990); Worksheet with pictures for assessment (pictures of two choices, which pictures start with u = /u/? (umbrella, umpire)


1.First, I will show the student the letter u on my primary paper.  I will use the upper and lower case u from my set of letterbox tiles.   "Can you tell me what letter this is?" "That's correct, it is the letter u." "We say the letter u like itself = /U/."

2.When the letter u is lower case and in a word, it sounds differently. In a word, the letter u says '/u/' like 'Uh, can you repeat the question?' I will show the picture of the man scratching his head. "This man is confused and needs the question repeated. Can you say u = /u/ with me and scratch your head like this man? Great job! Now say with me, 'Uh, can you repeat the question?' Great!"

3. Now I will stretch out the sound u in "Uh" to emphasize the sound. I will ask the student to join me. "Uhhhhhhhh, can you repeat the question?" And scratch your head while you stretch the sound out.

4. Next, I will show the tongue twister chart. "I am going to read this silly sentence to you and then I want you to read it after me." I will read the sentence stretching out the u to sound like uhhh. "Now it's your turn to repeat after me: 'Fuuuuzz heard a buuuuuuzz uuuuunder the ruuuug.'"

5. Now I want you to pay really close attention because I am going to ask you some questions. I am going to read two words to you and I want you to listen for the "uhhhh" sound. After I read the words, I want you to tell me which word you heard the "uhhh" sound in. Do you hear /u/ in bug or ant? Bear or cub? Jump or hop? What about umpire or coach?

6. Hand out letterbox and letter tiles. "Now watch me as I model how to use our letterboxes. For this word, I am going to need three letterboxes. That means there are three sounds in my word. The word it tub. See my mouth moves three times?  /t/ /u/ /b/ That is how I know which letters to use. I will put the letters t, u, and b in each box which spells out tub." "Now it's your turn." The student will use their letterboxes and letters to spell the follow words (add additional letterboxes when needed): 3: cub, gum 4: jump, plug, sunk 5: lunch.

7. "Now I will show you how to read a word with /u/ in it. TUB is tub." Student will now read the words they just spelled as I show them on cue card: CUB, JUMP, SUNK, LUNCH, GUM, PLUG

8. Next, I will introduce the decodable book: "Fuzz and the Buzz. This book is about a bear cub named Fuzz. He loved honey, but the nuts keep bopping him in the head. What will he do to get his honey?" The student will read the book aloud to me. I will ask questions about the story to check comprehension before he turns the page.

7. Finally, we are going to write a message to each other about our favorite animal.  I remind him how to write a u and have him write a couple of words for him to practice. He may use invented spelling when writing.


As I work with my student, I will note miscues that I hear as he is reading.   I will be able to check his phonemic awareness by notes that will accumulate throughout the semester to check reading progress. To end the lesson, I will present my student with a worksheet (see below in references) with pictures on it, some containing the /u/ sound in them. The goal will be to circle the picture that contains the /u/ sound. Under the picture, he will write the word of the picture (invented spelling is permissible).  He will receive a sticker if he completes the entire lesson.


Cherof, Cassie:


Practice with /u/:



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