ALEX Lesson Plan


Explicit Reading Foundations (Intervention) Lesson: Short /u/

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  This lesson provided by:  
Author:Taraethia Sullivan
System: Clarke County
School: Clarke County Board Of Education
  General Lesson Information  
Lesson Plan ID: 33237


Explicit Reading Foundations (Intervention) Lesson: Short /u/


If you have been looking for a template to keep your small group instruction explicit, effective, yet rigorous, you have found the right lesson. This lesson has been developed according to the ARI- Intervention Module.

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
ELA2015 (1)
21. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.1.2]
a. Distinguish long from short vowel sounds in spoken single-syllable words. [RF.1.2a]
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [RF.1.2b]
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [RF.1.2c]
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [RF.1.2d]
ELA2015 (1)
22. Know and apply grade-level phonics and word analysis skills in decoding words. [RF.1.3]
a. Know the spelling-sound correspondences for common consonant digraphs. [RF.1.3a]
b. Decode regularly spelled one-syllable words. [RF.1.3b]
c. Know final -e and common vowel team conventions for representing long vowel sounds. [RF.1.3c]
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. [RF.1.3d]
e. Decode two-syllable words following basic patterns by breaking the words into syllables. [RF.1.3e]
f. Read words with inflectional endings. [RF.1.3f]
g. Recognize and read grade-appropriate irregularly spelled words. [RF.1.3g]
ELA2015 (1)
23. Read with sufficient accuracy and fluency to support comprehension. [RF.1.4]
a. Read on-level text with purpose and understanding. [RF.1.4a]
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.1.4b]
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.1.4c]
ELA2015 (1)
26. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. [W.1.3]
ELA2015 (1)
31. Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. [SL.1.1]
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.1.1a]
b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. [SL.1.1b]
c. Ask questions to clear up any confusion about the topics and texts under discussion. [SL.1.1c]

Local/National Standards:


Primary Learning Objective(s):

Students will be able to:

  • identify the same phoneme in a group of words and pictures
  • connect the letter u with the short /u/ sound
  • build and blend words with short /u/ sound
  • spell and write with short /u/
  • apply the short /u/ sound to text

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

0 to 30 Minutes

Materials and Resources:


  • letter tiles and work mat to build short /u/ sounds
  • decodable short /u/ story
  • highlighters or yellow crayon to highlight focus words
  • pencil
  • writing organizer


  • Short /u/ word list

Technology Resources Needed:



  • Students will need to have prior knowledge of short /u/ sound
  • Teacher should be familiar with components of lesson and content activities covered
  • Academic Language:

phoneme, voiced sound, unvoiced sound, blending, segmenting, rhyme, sentence


Word Work

Phonemic/Phonological Awareness:

  • Warm Up: Today we will warm up with our target sound- short /u/. The letter u stand for the /u/ sound as in umbrellas or tub. Let's pretend to open an umbrella and hold it overhead. Say "/u/, /u/, /u/, up, up, umbrella." (open it up.) Learning this action should help us remember guys that the letter u stands for /u/. Let's do it again.
  • Sound description: The sound /u/ in umbrella is called short u. It is a vowel sound. The voice is used to make this sound. The sound is made with a relaxed mouth and lips. The tongue is held in the middle of the mouth. Let's try it! Put your index and middle finger side to side on your throat. Now, make the sound using your voice and your mouth and tongue relaxed in the middle of your mouth. You should feel vibrations.  This indicates that you are making the correct sound.
  • Now you will listen as I say some words. You will distinguish words with /u/ and words without /u/.  Listen for short u. When you hear the sound /u/ in a word you will lift /u/, /u/, /u/, up, up out of your chair. Let's practice: Word list: man, bus(lift up) AWESOME! When students are ready to start based on model warm up, start with these words: slug, hot, fuss, hum, cluck, sock, vet, sit, truck


  • You guys are doing a great job with hearing the sound of /u/, short u, in words. I would like to see if you can connect the sound to the letter now. In this activity, I will say some words. You will use your letter tiles to build each word. If your word is right, we will record the word on the word list. Here we go, your first word is bug. (Ask students to cover their word while and after building)  Students will build using letter tiles. After each student has had ample time to build the word, ask students to reveal their word. The teacher should build the word by scaffolding beginning, middle, ending sound. ( the teacher should build the words using a pocket chart or dry erase board, or if an electronic device is accessible) Once the students segment the word for spelling, ask students to blend and read the word naturally. Now write the word on the short u list. Continue four more times increasing words in rigor... cub, huff, duck, plug. After building all words and discussing segmentation, have students return to word list and listen to individuals read the listen. Now students can choose one or two words to write a sentence.

Assessment: Observe reluctant students. Provide individual turns for these students.

Familiar Text Reading

  • This text should be anything that has been used throughout the week such as a decodable story or small reader. If a text is needed, chunk the text A Pup and a Bug  into two parts.  This may be the best idea since this is an intervention group. Students should be allowed to use the text to highlight short u words...Short u Scavenger Hunt.

Unfamiliar Text Reading

  • A sample text is attached.  If this text was chunked and used as a familiar text reading, use the part that was not read. Students should be allowed to use the text to highlight short u words...Short u Scavenger Hunt.


  • Complete during phonics part of lesson.

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Assessment Strategies

The teacher will assess after each component of the lesson: Word Work, Familiar Text Reading, Unfamiliar Text reading, Writing. If additional support is needed, the teacher will provide immediate corrective feedback as soon as observed.




Students in need of additional support will receive needs based tier II instruction the following academic day.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.