Blend a beginning consonant or consonant blend with –ug words to make words such as bug, mug, and rug.
- Letter tiles
- Rug graphic
- Bug riddles
- Billy the Bug’s New Jug by Wendy Cheyette Lewison (optional)
The children will solve –ug riddles as they add sounds to the –ug ending to make words such as bug, tug, jug, and hug.
Solve the –ug riddles
- Read and act out Billy the Bug’s New Jug story by Wendy Cheyette Lewison (optional).
- Place the bug riddles on the rug graphic in a place where all the children can see it.
- Give each child a set of letter tiles and an –ug ending tile.
- 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.
- 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).
Identify, blend, and spell sounds
- Write the –ug words on the whiteboard.
- Teach the children the I Can Spell cheer:
- 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.
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.