Student Objectives

• Student will make the correlation between the visual Uu and the auditory sound /ŭ/

• Student will decode (read) words with the /ŭ/ sound

   

• Student will encode (spell) words with the /ŭ/ sound

   

• Student will identify and form plural nouns by adding s

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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 – b, c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, x, y, z, a, i, o

“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 short vowel u today.”

Step 1

Picture Page

Student Workbook Page 24

Hold up the u – up

Say, “The name of this letter is u. What is the name of this letter? The letter u is a vowel. The picture card for letter u is up. Say up. 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 u, /ŭ/, up. 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 /ŭ/ sound. If you hear /ŭ/, raise your hand. Let’s practice. Say cup. Do you hear the /ŭ/ sound in cup? Yes, you hear the /ŭ/ sound in cup so you raise your hand. Good. Let’s practice some more words.”  

Repeat with:

gum, hum, hot, mud, nag, lid, dug, pup, bad, bun

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 hut? Yes, you hear three sounds. Repeat the word and bring down a sound tile for each sound you hear. Remember to use white tiles for consonant sounds and green tiles for the vowel sound. Touch each tile and say its sound. Then glide your finger under the tiles and say the whole word fast.”

Repeat activity with:

sun, up, run, but, fun, tub, hug, mud, rug, cut 

Step 4

Red Words

Review and Drill red-checked Red Words on page 156.  

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 to on the whiteboard. Say, “This is the word to.”

“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 156 and put a red check mark next to the word to.  

Step 5

Reading

Student Workbook Page 25 – Word List: Short u

“Put your finger under the first word. Underline the u. What sound does the u make? Now, read the word. ”

Repeat with the remaining words, reading left to right.

Step 6

Sound Dictation

Student Workbook Page 28 – Sounds

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

Repeat with:

/s/, /l/, /ŏ/, /k/, /f/, /ks/, /ĭ /, /r/, /ŭ/

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

Step 7

Word Dictation

Student Workbook Page 28 – Words

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

Repeat with:

gum, hum, bug, rug, hug, pug, tug, tub, cup

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

Step 8

Sentence Dictation

Student Workbook Page 28 – 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 sun is up.

___  ___  ___  ___ .

“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 bug is in the mud.

Gus cut a bun.

Step 9

Fluency Practice

Student Workbook Page 127 – Fluency Practice 6 

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 142

Game 4 – Roll & Read Red Words

Take turns rolling the die. Read a word next to the matching number. If you read it correctly, cover it with a counter or color in the box. Make sure each player has their own color. The person who reads the most words in a row wins the row. Player with the most rows wins!

Review Cards

Sound Cards

Review and Drill – b, c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, x, y, z, a, i, o, u

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

“Good job. We are going to continue reading and spelling words with short vowel u today.”

Step 1

Sky Writing

Hold up u Sound Card.

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

/ŭ/  (Say the sound.)  u  (Say the letter as you Sky Write.)   /ŭ/   (Underline the sound and say the sound.)  

Have student repeat three times.  

Step 2

Phonological Awareness

“Say cup. Say cup again but this time, instead of /k/, say /p/.” (pup)

“Say hut. Say hut again but this time, instead of /u/, say /a/.” (hat)

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

“Say rut. Say rut again but this time, instead of /t/, say /n/.” (run)

“Say lug. Say lug again but this time, instead of /ŭ/, say /a/.” (lag) 

“Say run. Say run again but this time, instead of /n/, say /t/.” (rut)

Step 3

Letter Tiles

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

Repeat with:

sun, pug, bus, cup, cut, hut, mug, rug, bud, up

Step 4

Red Words

Review and Drill red-checked Red Words on page 156.  

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

“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 156 and put a red check mark next to the word go. 

Step 5

Reading

Student Workbook Page 25 – Sentences: Short u

“Look at the first sentence.”

1.  The cub can run.

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 can the cub do?” (run)

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

Repeat with:

2.  The dog tugs on the rug.

“What does the dog do?” (tugs on the rug)

3.  A pup has fun in the tub.

“Where does the pup have fun?” (in the tub)

4.  Tim can cut the bun.

“What kind of bun do you think Tom is cutting?” (answers will vary)

5.  The mug is hot.

“Why should this person be careful?” (the mug is hot)

6.  It is not fun in the hot sun.

“Why is it not fun in the hot sun?” (answers will vary)

7.  Mud is on the rug.

“What made the rug dirty?” (mud)

8.  The cat sat on the bug.

“What did the cat sit on?” (the bug)

9.  Jan has the gum.

“What does Jan have?” (the gum)

10.  Sam can dig in the mud.

“Who can dig in the mud?” (Sam) 

Step 6

Sound Dictation

Student Workbook Page 29 – Sounds

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

Repeat with:

/ŏ/, /y/, /ă/, /z/, /l/, /m/, /s/, /ĭ/, /ŭ/

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

Step 7

Word Dictation

Student Workbook Page 29 – Words

“Say bun. Spell the word bun by writing the letters on your palm as you name them. Now pick up your pen and write the word bun on your paper.”

Repeat with:

gum, pug, mud, cut, jug, cub, hum, fun, lug

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

Step 8

Sentence Dictation

Student Workbook Page 29 – 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 sun is up.

___  ___  ___  ___ .

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

The pup dug.

The cup is hot. 

Step 9

Fluency Practice

Student Workbook Page 127 – Fluency Practice 6  

Place a reading marker under the first column. Going down the column, 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 columns. 

Grammar Lesson

Plural Nouns

On the whiteboard write the following:

1 hat
2 hats

Say, “Today we are going to learn about plural nouns. Plural means more than one of something. Adding an s to a noun makes the noun plural or more than one.” Point to the example on the whiteboard. Say, “One hat becomes two hats.”   

“Let’s practice with some more words. I am going to say a word. You will tell me the plural of the word and you will write the plural on the whiteboard. Ready? Let’s start! One pig…”

Student will say two pigs. Have the student write the word pigs on the whiteboard. Repeat with the following words:

pal, fan, log, bug, cat, bag, pup, dog, lid, pan, top, mat, cap, kit, mop, pot 

Review Cards

Sound Cards

Review and Drill – b, c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, x, y, z, a, i, o, u

“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 short vowel u today.“

Step 1

Blending Drill

Place Sound Cards into three stacks: 

First Stack – ( g, h, j, l, r, s, v, w, y, z )

Second Stack – ( u )

Third Stack – ( b, d, m, n, p, t, x )

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 and the Third Stack to create new nonsense words.

Step 2

Phonological Awareness

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

“What letter says /s/?”

“What letter says /u/?”

“What letter says /n/?”

“What does the letter s say?”

“What does the letter u say?”

‘What does the letter n say?”

“What do the letters un say?” 

“Say sun. Say sun again, but change the /s/ to /f/.” (fun)

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

Step 3

Letter Tiles

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

Repeat with:

lug, rub, hug, gut, fun, tub, bug, hut, bus, hum

Step 4

Red Words

Review and Drill red-checked Red Words on page 156.  

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

“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 156 and put a red check mark next to the word away.  

Step 5

Reading

Student Workbook Page 26 – Reading Passage: The Hot Hut

“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 “Where does Bud run to?” (to a hut)

“Now, read the second 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 does the pup do in the hut.” (digs in the mud)

“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 “Is the hut fun?” (yes)

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 27 – 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 30 – Sounds

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

Repeat with:

/j/, /ĭ/, /m/, /f/, /ă/, /g/, /y/, /z/, /ŭ/  

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

Step 7

Word Dictation

Student Workbook Page 30 – Words

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

Repeat with the following words:

cub, hum, bud, dug, gum, fun, bus, pup, cut 

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

Step 8

Sentence Dictation

Student Workbook Page 30 – 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 mug is hot.

___  ___  ___  ___ .

“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:

I cut the tag.

The pup ran in the sun.  

Step 9

Fluency Practice

Student Workbook Page 128 – Fluency Practice 7 

Place a reading marker under the first column. Going across the column, 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 columns. 

 It is time for a Progress Check!

Student Workbook Page 117 – Progress Check: Short u

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.