BR Design

Say YOUU whoo like a yodeler! By: Bailey Burns 




Rationale: This lesson teaches children about the long vowel correspondence u_e= /U/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling u. They will learn a meaningful representation (yodeler saying “YOUU who”), they will spell and read words containing this spelling in a Letterbox lesson, and read a decodable book that focuses on the correspondence u_e= /U/. 

Materials: Graphic image of person riding roller coaster, cover-up critter, whiteboard, letter tiles for each child and magnetic letters for teacher to model: u, s, e, r, d, f, l, t, p, k, m, b; list of spelling words on poster or whiteboard to read: use, rude, flute, puke, mute, blue; decodable text: Rube and the Tube, and assessment worksheet. 

https://auburn.instructure.com/courses/1077947/pages/decodable-books

https://s-media-cache- ak0.pinimg.com/236x/86/46/15/864615f18020fa6ad1355cef2402c041.jpg?noindex=1 

Procedures: 1. Say: In order to become the best readers we can be, we need to learn the code that tells us how to pronounce words. We have already learned to read short vowel words with u, like end, and today we are going to learn about long U and the silent e signal that is used to make u say its name, /U/. When I say /U/ I think of a funny yodeler that says YOUU whoo! (Show graphic) 

2. Say: Before we learn about the spelling of /U/, we need to listen for it in some words. When I listen for /U/ in words, I hear u say its name /U/ and my bottom lip comes out further than my top lip like this: [Make vocal gesture for /U/.] I’ll show you first: home. I heard u say its name and I felt my lips pucker up [make lips pucker up and point at them]. There is a long U in rude. Now I’m going to see if it’s in cup. Hmm, I didn’t hear u say its name and my lips didn’t make the same shape as before. Now you try. If you hear /U/ say, “YOUU whoo.” If you don’t hear /U/ say, “That’s not it.” Is it in tube, rain, pants, coat, mute, lips? [Have children make the “puckered lips when saying words.] 

3. Say: Now let’s look at the spelling of /U/ that we’ll learn today. One way to spell /U/ is with the letter u and a signal e at the end of the word to tell me to say U’s name. [Write u_e on the board.] This blank line here means there is a consonant after u, and at the end of the word there is a little silent e signal. What if I want to spell the word flute? “If I play the flute well, I will get a break.” Flute means instrument in this sentence. To spell flute in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /f//l//U//t/. I need 4 boxes. I heard that /U/ just before the /t/ so I’m going to put a u in the 3rd box and the silent e signal outside the last box. The word starts with /f/, that’s easy; I need an f. Now it gets a little tricky so I’m going to say it slowly, /f//l//U//t/. I think I heard /l/so I’ll put an l right after the f. I have one empty box now. [Point to letters in boxes when stretching out the word: /f//l//u//t//e/.] The missing one is /t/ = t. 

4. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for use. use is a verb that can be said when in the action of doing something, “Our teacher used the board to write her name on it.” What should go in the first box? [Respond to children’s answers]. What goes in the second box? What about silent e, did you remember to put it outside the boxes? I’ll check your spelling while I walk around the room. [Observe progress.] You’ll need three letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for /U/ and don’t forget to put the signal silent e at the end, outside the boxes. Here’s the word: rule, The rule is to not talk while the teacher is talking. Rule. [Allow children to spell words.] Time to check your work. Watch how I spell it in my letterboxes on the board: r – u – l – e and see if you’ve spelled it the same way. Try another with three boxes: cube; I need a cube of ice to put on my bruise. [Have volunteer spell it in the letterbox on the front board for children to check their work. Repeat this step for each new word.] Next word. Listen to see if this word has /U/ in it before you spell it: cut; be careful when you use scissors or you might cut yourself. Did you need a silent e? Why not? Right, because we don’t hear u say its name. We spell it with our short vowel u. [volunteer spells it on the front board.] Now let’s try 4 phonemes: prune; Betty has to prune the trees. One more then we’re done with spelling, and this time you need five boxes: spruce; Let’s spruce up the Christmas tree to make it more colorful. Remember to stretch it out to get this tough word. 

5. Say: Now I am going to let you read the words you’ve spelled, but first I’ll show you how I would read a tough word. [Display poster with spuce on the top and model reading the word.] First I see there’s a silent e on the end; that’s my signal that the vowel will say its name. There’s the vowel u. It must say /U/. I’m going to use a cover-up to get the first part. [Uncover and blend sequentially before the vowel, then blend with the vowel.] /s//p/ = /sp/ + /r/ = /spr/. Now I’m 

f    l    u   t   e    (text box)

going to blend that with /U/ = /sprU/. Now all I need is the end, /c/ = /sprUc/. Spruce; that’s it. Now it’s your turn, everyone together. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.] 

ucersp 

6. Say: You’ve done a great job and reading words with our new spelling for /U/: u_e. Now we are going to read a book called The Huge Tube. This is a story of a three boys Nate, Bruce, and Luke. Bruce wants Nate to ride on a tube but Nate says he can’t swim. Bruce is determined for Nate to be included so he tries to get him a bigger tube. Let’s see if Nate decides to ride the tube and face his fears. [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads The Huge Tube aloud together, and stops between page turns to discuss the plot.] 

7. Say: That was a fun story. Why did Nate not want to ride the tube? Right, he was afraid he would fall out. What did Nate decide to do? Right, face his fears and ride the tube. Before we finish up with our lesson about one way to spell /U/ = u_e, I want to see how you can solve a reading problem. On this worksheet, we have some letters missing. Your job is to spin the wheel and finish the word that has u_e. look in the box of word choices, and decide which o_e word fits best to make sense of this very short story. Reread your answers to see if they make sense. [Collect worksheets to evaluate individual child progress.] 

Resources: https://s-media-cache- ak0.pinimg.com/236x/86/46/15/864615f18020fa6ad1355cef2402c041.jpg?noindex=1

                   http://www.auburn.edu/rdggenie/cultivations.htmlLinks to an external site.

Bailey Burns: bmb0054@auburn.edu



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