Student Objectives

• Student will make the correlation between the visual ung  and the auditory sound ung
• Student will decode (read) words with the ung sound
• Student will encode (spell) words with the ung sound
• Student will identify capital letters in Proper Nouns by listing the Days of the Week 

Orange
Practice Games

Here are some optional fun games to help reinforce the concept your student is learning. They are not required as part of the lesson:

Review Cards

Sound Cards

Review and Drill – beginning consonant cards, a, i, o, u, e, th, sh, ch, wh, ang, ing, ong

“When I hold up a letter, say the letter’s name, and give its sound.”

“Good job! We are going to learn to read and spell words with the glued sound /ung/ today.”  

Step 1

Picture Page

Student Workbook Page 87

Hold up the – ung – stung

“The name of this sound is /ung/. What is the name of this sound? The three letters ung are glued together and difficult to separate, so therefore they make one sound together. The picture card for ung is stung. Say stung. Good. When I point to the picture word, say the letter’s name, give its sound, and say the picture word. Watch me as I demonstrate.”  

Say ung, /ung/, stung then have student repeat three times.

Step 2

Phonological Awareness

“Close your eyes. I will say a word. You will repeat the word and listen for the /ung/ sound. If you hear /ung/, raise your hand. Let’s practice. Say rung. Do you hear the /ung/ sound in rung? Yes, you hear the /ung/ sound in rung so you raise your hand. Good. Let’s practice some more words.”  

Repeat with:

flung, thing, sung, hung, clan, pin, stung, wind, lung, swung  

Step 3

Sound Tiles

Use the back cover of the Student Workbook and the blank green and white sound tiles for this activity.

Say, “How many sounds do you hear in the word sung? Good, you hear two sounds, /s/ and /ung/. Repeat the word and bring down a sound tile for each sound you hear. Touch each tile and say its sound. Then glide your finger under the tiles and say the whole word fast.”

Repeat with:

lung, hung, sung, rung, stung, swung, slung

Step 4

Red Words

Review and Drill red-checked Red Words on page 177.  

Mastery Check – If the student can say the red word within three seconds or less, place a black check mark next to the word. A black check means the student has mastered the word and can now be reviewed once in awhile but daily review is not necessary.  

Write the word knew on the whiteboard. Say, “This is the word knew.”

“What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this three times.

“Now, stand up. Spell the word, tapping once for each letter down your arm. Then read the word again while sliding your hand from shoulder to wrist.” Have student repeat this three times.

“Now write the word in a red marker on your whiteboard saying the letters aloud as you write and underline the word as you read it.” Have the student write, read, and underline three times.

“Can you give me the word in a sentence?”

Turn to page 177 and put a red check mark next to the word knew.  

Step 5

Reading

Student Workbook Page 88 – Word List: ung

“Put your finger under the first word. Draw a smiley face under the glued sounds. What is that sound? Now read the word.”

Repeat with the remaining words, reading left to right.

Step 6

Sound Dictation

Student Workbook Page 91 – Sounds

“Say /ung/. With your finger, write the sound /ung/ on your palm. Now pick up your pen and write the sound /ung/ on your paper.”

Repeat with:

/ĕ/, /th/, /ong/, /ang/, /ch/, /ong/, /ī/, /ing/, /ung/

Have the student go back and read each sound that they have written aloud to you.

Step 7

Word Dictation

Student Workbook Page 91 – Words

“Say lung. Spell the word lung by writing the letters on your palm. Now pick up your pen and write the word lung on your paper.”

Repeat with:

sung, hung, dung, rung, stung, swung, slung, flung, sprung 

Have the student go back and read each word that they have written aloud to you.

Step 8

Sentence Dictation

Student Workbook Page 91 – Sentences

“Listen carefully as I say a sentence and watch as I make a dash on the board for each word in the sentence.”  

The bite stung.

“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”

Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:

The cop hung the handcuff.

She flung the helmet.  

Step 9

Student Workbook Page 153 – Fluency Practice 11

Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows.

Step 10

Word Games

Student Workbook Page 169 

Game 13 – Read the Word

Each player places a counter at the START. Roll the die and move across the board. Read each word as you pass over it. 

Ex: If you roll a four, read four words.

If you land on a lion, go back to START. Whoever gets to FINISH first is the winner! 

Review Cards

Sound Cards   

Review and Drill – beginning consonant cards, a, i, o, u, e, th, sh, ch, wh, ang, ing, ong, ung

“When I hold up a letter, say the letter’s name, and give its sound.”

“Good job! We are going to continue learning to read and spell words with the glued sound /ung/ today.”

Step 1

Sky Writing 

Hold up ung Sound Card.

“We are going to Sky Write this sound. Stand up and extend your arm all the way out in front of you. Ready?”

 /ung/  (Say the sound.)  ung  (Say the letters as you Sky Write.)  /ung/  (Underline the sound and say the sound.)

Have student repeat three times.

Step 2

Phonological Awareness

“Say sung. Say sung again but this time, instead of /ung/ say /ang/.” (sang)

“Say sing. Say sing again but this time, instead of /ĭ/, say /ŭ/.” (sung)

“Say rung. Say rung again but this time, instead of /r/, say /h/.” (hung)

“Say long. Say long again but this time, instead of /ŏ/, say /ŭ/.” (lung)

“Say lung. Say lung again but this time, instead of /l/ say /s/.” (sung)

“Can you give me a word that rhymes with lung?”  

Step 3

Letter Tiles

“Say sung. Bring down the letters for each sound in sung. Read the word again. Now put all the letters back where they belong.”  

Repeat with:

sung, hung, lung, rung, stung, swung, slung, flung, sprung

Step 4

Red Words   

Review and Drill red-checked Red Words on page 177.  

Write the word soon on the whiteboard. Say, “This is the word soon.”

“What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this three times.

“Now, stand up. Spell the word, tapping once for each letter down your arm. Then read the word again while sliding your hand from shoulder to wrist.” Have student repeat this three times.

“Now write the word in a red marker on your whiteboard saying the letters aloud as you write and underline the word as you read it.” Have the student write, read, and underline three times.

“Can you give me the word in a sentence?”

Turn to page 177 and put a red check mark next to the word soon.  

Step 5

Reading

Student Workbook Page 88 – Sentence List: ung

“Look at the first sentence.”

1.  Mrs. Yang flung the mittens in the dogsled.

“Put your finger under the first word in the sentence. Now read the sentence quietly in your head and look at me when you are finished and I will ask you a question.”

When the student looks up at you, ask: 

“What is another word for flung?” (throw)

“Good. Now go back and read the sentence out loud.”

Repeat with:

2.  I hung on but the rope broke.

“What broke?” (the rope)

3.  Duncan has sung the entire song five times.

“Who sang the song” (Duncan)

4.  The athlete swung the bat fast.

“What game is the athlete playing?” (baseball, softball, etc.)

5.  I have rung the bell ten times.

“What did I ring?” (the bell)

6.  Beth slung the handbag on the bench.

“What did Beth do?” (slung the handbag)

7.  The smoke from the fire got in his lungs.

“What happened to him?” (smoke got in his lungs)

8.  Kelvin got stung while fishing at the fishpond. 

“What happened to Kelvin?” (he got stung)

9.  Mr. Sanchez has problems with his lungs.

“What is wrong with Mr. Sanchez?” (lung problems)

10.  Devlin hung the dustpan next to the trashcan.

“Where is the dustpan?” (next to the trashcan)  

Step 6

Sound Dictation

Student Workbook Page 92 – Sounds

“Say /ung/. With your finger, write the sound /ung/ on your palm. Now pick up your pen and write the sound /ung/ on your paper.”

Repeat with:

/w/, /ī/, /ing/, /ch/, /ang/, /th/, /ong/, /sh/, /ung/

Have the student go back and read each sound that they have written aloud to you.

Step 7

Word Dictation

Student Workbook Page 92 – Words

“Say lung. Spell the word lung by writing the letters on your palm. Now pick up your pen and write the word lung on your paper.”

Repeat with:

sung, hung, lung, rung, stung, swung, slung, flung, sprung

Have the student go back and read each word that they have written aloud to you.

Step 8

Sentence Dictation

Student Workbook Page 92 – Sentences

“Listen carefully as I say a sentence and watch as I make a dash on the board for each word in the sentence.”  

Mr. Smith flung his hat.

“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”

Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:

The athlete swung the bat.

The dentist hung the string.  

Step 9

Fluency Practice

Student Workbook Page 153 – Fluency Practice 11 

Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows.

Grammar Lesson

Proper Nouns: Days of the Week

Say, “What is a noun?” (A noun is a person, place, or thing.)

Say, “We are going to name the days of the week.”  

Use a real calendar if possible, and point to the days of the week. 

Say, “There are seven days in a week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, and Saturday.”

“Each day of the week is a proper noun and begins with a capital letter.”

“I am going to write down each of the names of the days of the week on my whiteboard. See how each one begins with a capital letter? Underline the capital letters.”

Write each day of the week on an index card or slips of paper. Have the student mix them up, and then rearrange them in order. Keep them in an envelope and do this activity often.

Review Cards

Sound Cards   

Review and Drill – beginning consonant cards, a, i, o, u, e, th, sh, ch, wh, ang, ing, ong, ung

“When I hold up a letter, say the letter’s name, and give its sound.”

“Great job! We are going to continue reading and spelling words with the glued sound /ung/ today.”

Step 1

Blending Drill

Place Sound Cards into two stacks: 

First Stack – ( beginning consonants )

Second Stack – ( ung )

Have student place their finger under each stack and say the sound out loud from left to right. Then have them read the nonsense word. 

Turn the cards from the First Stack to create new nonsense words.

Step 2

Phonological Awareness

Write the word swung on the whiteboard. “What is this word?”

“What letter says /s/?”

“What letter says /w/?”

“What letters say /ung/?”

“What does the letter s say?”

“What does the letter w say?”

“What do the letters ung say?”

“Say swung. Say swung again, but change the /ung/ to /ang/.” (swang) 

Step 3

Letter Tiles

“Say rung. Bring down the letters for each sound in rung. Read the word again. Now put all the letters back where they belong.”  

Repeat with:

sung, hung, lung, rung, stung, swung, slung, flung

Step 4

Red Words   

Review and Drill red-checked Red Words on page 177.  

Write the word water on the whiteboard. Say, “This is the word water.”

“What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this three times.

“Now, stand up. Spell the word, tapping once for each letter down your arm. Then read the word again while sliding your hand from shoulder to wrist.” Have student repeat this three times.

“Now write the word in a red marker on your whiteboard saying the letters aloud as you write and underline the word as you read it.” Have the student write, read, and underline three times.

“Can you give me the word in a sentence?”

Turn to page 177 and put a red check mark next to the word water. 

Step 5

Reading

Open up the Student’s Workbook to Page 89 – Reading Passage: Frog’s Lungs

“Look at the title of this story. Can you read it out loud? What do you know about the topic of this story?” Have you ever seen, known, or been…Help student connect to the text.

“Now, read the first paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “What do you think will happen next? Why?” Help student predict.

“Now, read the next paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “Tell me what you were imagining in your mind as you read those sentences.” Help student visualize the story by making pictures or movies in the mind.

“Now, read the last paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “What snacks were in Ella’s basket?” (carrots, kale chips, and hummus)

Go back to the beginning of the story and have the student read the entire story from the beginning to the end out loud.

Student Workbook Page 90 – Graphic Organizer

 Have the student verbally express what happens at the beginning, middle, and the end of the story. Help student summarize the story. Then have the student fill out the graphic organizer with a pen. Depending on the student, either have him draw pictures, write words, write sentences, or write an entire paragraph.  

Step 6

Sound Dictation

Student Workbook Page 93 – Sounds

“Say /ung/. With your finger, write the sound /ung/ on your palm. Now pick up your pen and write the sound /ung/ on your paper.”

Repeat with:

/ing/, /ang/, /sh/, /ŭ/, /th/, /ong/, /ī/, /ā/, /ung/

Have the student go back and read each sound that they have written aloud to you.

Step 7

Word Dictation

Student Workbook Page 93 – Words

“Say sung. Spell the word sung by writing the letters on your palm. Now pick up your pen and write the word sung on your paper.”

Repeat with:

hung, lung, rung, stung, swung, flung, dung, strung, lungs

Have the student go back and read each word that they have written aloud to you.

Step 8

Sentence Dictation

Student Workbook Page 93 – Sentences

“Listen carefully as I say a sentence and watch as I make a dash on the board for each word in the sentence.”  

The insect stung him.

“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”

Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:

Dave hung the dustpan.

Jane slung the bag inside.

Step 9

Fluency Practice

Student Workbook Page 153 – Fluency Practice 11  

Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows.

 It is time for a Progress Check!

Student Workbook Page 140 – Progress Check: ung

Have your student read the words and sentences out loud. If they get approximately 80% or more correct, then they are ready to move onto the next unit.