Yummy in my Tummy!
Yummy in my Tummy!
Beginning
Rationale:
It is
necessary for beginning readers to be able to
recognize that letters map out phonemes in spoken words. Vowels
are often
hardest for children to learn. In this lesson, the children will
learn to
recognize, spell, and read words that contain the correspondence u =
/u/.
This correspondence will be learned by giving the children a meaningful
representation and by giving them practice with both written and spoken
words
that contain u=/u/.
Materials:
- Word cards
with the following words printed on it: duck
and dog, bun and bread, sun and moon, plum and apple, mat and
run
- Sentence Strip with Tongue Twister: The ugly plum was yummy in my
tummy!
- Letterboxes per student
-Large cards with the following words written separately on each: luck, sun, hug, bun, nut, grub, brush, drum, stuck, strut, plunk, cat, den, sent, cup
-Letters: a, b, c, d, e, g, h, k, l, m, n, p, r, s, t, u (per student)
- White-board, eraser and marker
- Bud the Sub, by: Sheila Cushman (one per pair of students)
- Primary paper and pencil
- Picture page with the following pictures: bug, bed, duck,
car,
drum, pen
Procedure:
1.
Introduce the u = /u/ correspondence and how to
spot it in written words. Today we are going to work with the letter u
in things we read. (hold the letter u card for the students to
see). The
letter u makes the /u/ sound. How does our mouth move when we
say /u/?
Our mouth is open and our tongue stays still. This is like the sound we
make
when we see our balloons going u-u-up in the sky. Let’s all say
the /u/
sound and say The uuugly pluuum was yuuumy in my tuuumy.
2. To
practice recognizing the letter u in
written text, I will hold up two cards at a time (cards with words duck
and
dog, bun and bread, sun and moon, plum and apple, mat and run
written
on them). Model for them first showing and saying duck and
dog. “I
hear /u/ in duck, not dog. The u is here between the d and the
c.
Now you all try!” Ask students which word contains the letter u. Hold
up
one card and as a group say it together, then do the same with the
second card.
Ask “Which word has the /u/ sound in it?” Call on students to
answer and
point out where they see u in the word
3. Now
I want us to practice saying our silly
sentence together. The uuuugly pluum was yuuumy in my tuuummy. Say
it
together several times. Now I want us to say our tongue twister, but
let’s
stretch out the /u/. Point up
when you hear the /u/ sound like you are pointing as a balloon goes up
up up.
4. Draw
letterboxes on the board for teacher use
during this part of the lesson. Give each student a letterbox with his
or her
own letter tiles. We are going to practice spelling words with the /u/
sound.
Look at the board and notice that I have two boxes drawn—this is for
two mouth
movies. Right now, I am going to spell the word up. The first
box is for
the first sound in up, the /u/, which is like our tugboat horn.
The
second box is for the /p/. Now you are going to practice with the
following
words: (3)- sun, luck, hug, nut, cat, den (4)-slum, grub, brush,
sent (5)-plunk, strut. Make sure that each time the number
of
phonemes changes that the students are prompted to open their letterbox
up by
one more box. Review words have also been included in this lesson to
review the
short vowel correspondences already learned.
6. Get
out the letter box words that have been
written on the big cards. Show students the model word. We
are
going to read the word nut. Let
us start with the /u/, next
let’s add the /n/--/nu/. Say it together. Now let’s add the last /t/ -
/cut/.
Our word is nut. Call on one student to read the word, and
then have the
class repeat the word as a group. Repeat the rest of the
words
calling on students to sound out the word and then repeat the word as a
group.
7. The
students will be placed in pairs to read Bud
the Sub. Book talk: Bud is a small submarine and his boss is
Gus. Gus
and Bud have fun in the ocean water! One day a tug boat runs into
ice and
Bud and Gus go help. But do you think Bud will be big enough to
tow such
a large boat? Read the book to find out! Pass out one book per
pair of
students. The students will take turns reading the book to each other.
I will
walk around, listen, and observe each pair of students.
8.
Write a message about what it would be like to be
Bud. Do you think you could pull the Tug? Remember that when we
make the
letter u that we start at the fence and draw down to the
sidewalk, curve
over, and back up to the fence. Now, without lifting your pencil, you
should draw
a straight line back down to the sidewalk.
9.
Assessment: Students will be provided a
picture page where they should circle the pictures with the /u/ sound.
While
students work on the picture page, I will call students up one at a
time to
assess their reading of Bud the Sub and their understanding of
u = /u/
in print and spoken language. I will be using a running record.
10.
References:
Cushman,
Sheila. Bud the Sub. Educational Insights:
Braswell,
Jaime. The Tug Says Uhh!. http://www.auburn.edu/rdggenie/begin/braswellbr.html
Murray, Dr.
Bruce. Teaching Letter Recognition.
http://www.auburn.edu/rdggenie/letters.html
Jackson,
Maria. Balloons go Up, Up, Up in the Sky