- First Grade
- 65 minutes
- Standards: RF.1.2.C
Your students will have fun identifying pictures, reading, and grouping words with the initial and medial short 'u' sound.
Students will be able to say the sound of the short 'u'. Students will be able to identify words with the initial and medial short 'u' sound.
Introduction (5 minutes)
- Ask your students to say how many vowels there are in the alphabet.
- Tell students to name the vowels.
- Tell students that today we're going to learn about one of those five vowels.
- Tell students that the vowel we will learn about today is 'u'.
- Make the sound of the short 'u'.
- Explain to students that that is the short sound of the vowel 'u'.
- Say the sound of short 'u' three times and have your students repeat.
- Have your students recite the following chant: "The 'u' says /u/; the 'u' says /u/; every letter makes a sound; the 'u' say /u/".
Explicit Instruction/Teacher Modeling (10 minutes)
- draw a line on your board to divide it in half.
- Using your sticky tack, put the pictures of the umbrella and bus on the left side of the chalkboard.
- Explain to students that the short 'u' sound can be found at the beginning of words like in the word 'umbrella'.
- Point to the picture of the umbrella and say the word 'umbrella', placing emphasis on short 'u' sound.
- Explain to students that the short 'u' sound can also be found in the middle of words like in the word 'bus'.
- Point to the picture of the bus and say the word 'bus', placing emphasis on short 'u' sound.
- Let your students say and spell each word.
Guided Practice/Interactive Modeling (20 minutes)
- Stick the pictures (under, up, drum, truck, sun, tub, rug and duck) on the left side of the board.
- Stick the word cards (under, up, drum, truck, sun, tub, rug and duck) on the right side of the board.
- Ask your students to say the name of each picture.
- Point to each word card and pronounce the word; have your students repeat each word.
- Explain to your students that you need their help to place each word under its picture.
- Call on eight students to participate.
- Let each student take a word card and place it under its picture.
- Compliment students for their work.
- Point to each word on the chalkboard and let your students pronounce each; let students say which part of each word they are hearing the short 'u' sound in (i.e. beginning or middle).
Independent Working Time (10 minutes)
- Distribute the Short "u" Sound worksheet.
- Read the worksheet's instructions aloud.
- Enrichment: Allow advanced students to also work on the Short "u" Words worksheet.
- Support: Guide your below level students in spelling and writing their short 'u' words.
Related Books and/or Media
GAME: Short U Rhyme Match
Assessment (5 minutes)
- Quiz students orally about what they learned.
- Let students make the short 'u' sound.
- Ask students to give some examples of words with the initial short 'u' sound.
- Ask students to give some examples of words with the medial short 'u' sound.
Review and Closing (15 minutes)
- Tell students that they're going to play a game.
- Divide the class into two teams.
- Put the word cards (uncle, fun, jump, up, ugly, nut, mug, cup, bug, luck, run, bun, pup, walk, sleep, pot, zip, slip, net, top and lip) into the cardboard box.
- Shake the box to mix the cards.
- Tell students that inside the box, there are some words with the short 'u' sound and some words without the short 'u' sound.
- Explain to students that each team member will put their hand into the box and take out one word card. Each team will then gather their words together and pronounce each word; they will put all the words with the short 'u' sound in one group and all the words without the short 'u' sound in another group. They must then count to see how many words they have with the short 'u' sound; the team with the most words containing the short 'u' sounds wins.
- Have each team member to take out a card out of the box.
- Guide your students as they pronounce and group their words.