ug Riddles

Objective

Blend a beginning consonant or consonant blend with –ug words to make words such as bug, mug, and rug.

Lesson Plan

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Target Words:

  • bug
  • tug
  • jug
  • hug
  • rug
  • snug

Materials:

  • Letter tiles (see below) – 1 set per child
  • Rug graphic (see below)
  • Bug Riddles (see graphics below)
  • Billy the Bug’s New Jug by Wendy Cheyette Lewison (optional)

State and model the objective
Tell the children that today they will solve –ug riddles while they add sounds to the –ug ending to make words such as bug, tug, jug, and hug

Practice the skill within an activity

Solve the –ug riddles 

  • Before the activity, read and act out the story Billy the Bug’s New Jug by Wendy Cheyette Lewison (optional). 
  • Then, place the bug riddles on the rug graphic (see below) in a place where all the children can see it.
  • Give each child a set of letter tiles (cut them out beforehand or have the children cut them out) and an –ug ending tile (see below).
  • Have the children put all of the letters on the left side of their desk and the –ug ending on the right side of their desk. Demonstrate how the children will add beginning letters to the –ug ending to spell different –ug words.
  • Have the children take turns selecting a bug riddle from the rug. Read the riddle to the children, then have all of the children decide which –ug word solves the riddle.
  • Have the children make the –ug word that solves the riddle with the letter tiles. 
  • Write the answers on a whiteboard. Once all the words are written, analyze the –ug words in terms of their differences and their similarities (e.g., how many vowels, how many letters after or before the vowel).

Apply the skill (choose from the following)

Identify, blend, and spell sounds

  • Write the –ug words on the whiteboard.
  • Teach the children the I Can Spell cheer (listed below):
    • Give a yell! I can spell __-__-__, ____! (e.g., b-u-g, bug)
    • Give a yell! I can spell __-__-__, ____! (e.g., t-u-g, tug)
    • Give a yell! I can spell __-__-__, ____! (e.g., h-u-g, hug)

Write about the activity using target words

  • Give each child a paper and pencil and have them write each –ug word after each stanza in the cheer.

Printouts

Standards

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CCSS.ELA-LITERACY.RF.K.3.D: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

CCSS.ELA-LITERACY.RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words.

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