Uhh, Where is my Umbrella?!

Beginning Reading

By: Morgan Montgomery


Rationale: Before becoming successful readers, students must first understand a grapheme/phoneme relationship. This lesson's purpose is to help children comprehend the vowel correspondence u = /u/.


(for teacher)

Dry erase board and markers

Chart Paper with tongue twister (Ulga's uncle was unable to get under his umbrella)

Picture of someone in deep thought (to illustrate /u/ sound)

Word List: up, rug, sum, cut, tuck, snug, bust (review words: top, red, mat, dig)

(for each student)
Fuzz and the Buzz


Letter tiles (u, r, g, s, m, t, c, k, n, e, d)


1.First, I will introduce the u= /u/ correspondence. "Today, we are going to learn about the letter u and the /u/ sounds in words. The u sounds like this: (I will put my finger to my chin, look deep in thought, and say, "uhhh"). Just to remind us, I will put a picture of someone deep in thought making the "uhh" sound on the board. "Now, I want everyone to make the 'uhh' sound with me and look like you are in deep thought. Good! That is the sound the letter u makes in words."

2."Now, I want everyone to look at our tongue twister. I will read it first, then, I want you to repeat it after me. Ulga's uncle was unable to get under his umbrella. Great job! This time, let's say the tongue twister again and stretch out the /u/ sound and look like we are in deep thought. Uuulga's uuuncle was uuunable to get uuunder his uuumbrella. Great!

3."Boys and girls, I am now going to ask you sets of words, and I want you to tell me which one has the /u/ sound in them.

Bug or Bee?

Slice or Cut?

Mud or Dirt?

Drag or Lug?

4."Now that we know what u sounds like, I want us to practice spelling words with the /u/ sound. Spread your letterbox letters on your desk (show students the appropriate number of letterboxes to have on the board). Remember, you only need to put one sound per box (model the word mud for students on your letterbox you drew on the board, putting only one sound per box. Then ask students the words that are in the following list: 2-up; 3-rug, dig, red, mat, top, sum, cut, tuck, sung; 4-bust). After you think you have the word, raise your hand and I will come to check! Ready? Your first word is…" After students have completed spelling the words, you need to make sure they can read the words. Write the words on the board and have students read the words.

5."Now, we will read Fuzz and the Buzz. This book is about a silly bear named Fuzz. He likes to play outside and shake the trees. But, there are animals in the trees that do not like to be shaken. Can you think of an animal that might not want to be shaken? Well, to find out what animal is in the tree and what happens to Fuzz, we need to read the book and find out! I want you to read this book silently, but if you have trouble, raise your hand and I will be happy to help you!"


To ensure students fully understand the u=/u/ correspondence, I will have them complete a worksheet that has pictures of words with the /u/ sound. They will have to look at the pictures, think of which picture possesses the /u/ sound, and circle that picture to receive full credit. The worksheet will include pictures of a nut, rug, cup, etc.


Bailey, Pam. Uhh, I don't know

Fuzz and the Buzz. (1990). Educational Insights.

Coker, Mandy. Inside the Igloo

Wallach and Wallach's tongue twisters