Rationale:

In order for students to learn to read they must first learn vowel correspondences.  Short vowels are the hardest correspondences to identify so we will only work on one.  This lesson will teach students about the short vowel correspondence u = /u/.  Students will learn this ideal through meaningful representation, (barking like a dog ruuuff ruuuff).  I will teach this correspondent through a letterbox lesson.  A decodable book will also be used to help identify u in written words.  

 

Materials: 

• Picture of dog barking (ruff)

• Poster with tongue tickler:  Uncle was Upset because he was unable to put his umbrella up

• Letterboxes

• Letterbox tiles:

• Pencil

• Primary Paper

• Poster/Smart board/Whiteboard with letterbox words and pseudo words- up, sup, mop, grip, left, swam, fuss, loop, punch

• Decodable book- Bud the Sub

• Short “U” coloring worksheet

 

Procedures:

1. Say: “To become an expert reader, we need to be able to map out words by their spellings.  It’s like a code.  Today we are going to learn the code u.  The barking dogs saying ruuuff ruuuff will help us remember our u sound.  *show the picture of the dogs with ruuuuff ruuuff* Now lets bark like dogs together- ruuuff ruuuff.

2. Say:  Before we start, lets say a funny sentence.  *Uncle was upset because he was unable to put his umbrella up* Read it 3 times.  Each time, emphasize the /u/.

3. Say:  Now lets practice hearing the /u/ sound in different words.  When I say u, I let out a breath of air using the back of my throat.  Now, I am going to say a couple of words and I want you to listen for the u sound.  Dddd-uuuu-kkkk. Duck. Did you hear it?  I did!  Let’s try some more.  Rrrr-uuu-ggg.  Bbb-uuu-ggg.  Now I want you to tell me if you hear u in Big or Bug? Rag or Rug? Not or Nut?   

4. Say:  Now we are going to start our letterbox lesson.  We are going to practice spelling words with /u/ in them.  Remember how dogs use /u/ when they bark, ruuuff ruuuff.  I am going to show you how to spell stuck.  Say:  I stuck the pencil in my backpack.  Let’s sound it out. SSSSS-TTTT-UUUUU-KKKK.  Now I am going to show you how to read brush.  I brush my hair in the mornings.  Now it’s your turn to try!  Have the children practice words: up, sup, mop, grip, left, swam, fuss, loop, punch

5. Say:  Great job!  Now lets practice those words we just spelled!  Either write the words on a board and allow students to read them off the board or have them on a poster board and have them read the words aloud.  Include a couple of pseudo words that were not previously used in the letterbox.  For example: bruss and mulp could be added to the list.  

6. Wow!  You all have done so well!  I think you are ready to read a book.  The book is called Bud the Sub.  [Include Booktalk]  Bud is a submarine.  Bud goes underwater.  He is controlled by his Boss Gus.  Bud dips in the water. Oh no!  A tug is hit! Bud runs to the tug to check on it!  What do you think is going to happen to the tug?  Remember, as you read, pay close attention to our barking dog ruuuuff ruuuff sound!  

 

Assessment:  

To assess the student’s knowledge go the phoneme /u/, they will complete the the short “u” coloring page attached to to the bottom of the page!  

 

Resources:

Coloring Worksheet: https://www.education.com/worksheet/article/short-u-first/

Kallie Basdens- Icky Sticky ‘i”

Sarah Kowal- “Aaaaa” Goes the Crying Baby

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