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