Discover the Message

Objective

Change the initial sound in –um words to make new words (e.g., change the /g/ in gum to a /h/ to make hum).

Lesson Plan

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Target Words:

  • hum
  • gum
  • yum
  • drum 

Materials:

  • Clue sheet (see below)
  • Treats and gum (optional)

State and model the objective 
Tell the children that they will try to discover secret messages as they practice blending beginning sounds with the –um ending to make words (e.g. plum, hum, drum).

Practice the skill within an activity

Discover the message

  • Explain to the children that you will read a set of clues to them and that they will try to guess the word being described. Make sure they understand that every word being described will end in –um
  • Tell the children that once they’ve figured out what the word is, that they should write it down quietly on their whiteboard/piece of paper. Remind them not to say the word aloud in order to allow the other children time to figure it out for themselves.
  • Read the clues found on the Clue sheet (see below) for the first word.
  • Have the children write down the word on their whiteboard/paper.
  • Once the first answer (drum) has been revealed, allow the children to drum on their desks to the rhythm of a common song (e.g., Mary Had a Little Lamb, Twinkle Twinkle Little Star).
  • Read the clues found on the Clue sheet (see below) for the second, third, and fourth words, having the children write down the word on their whiteboard/paper each time.
  • After the second word (hum) has been revealed, allow the children to hum the tune of a song (e.g., Mary Had a Little Lamb, Twinkle Twinkle Little Star, etc.).
  • After the third word (yum) has been revealed, provide the children with a treat (optional) or have them to pretend to eat their favorite treat.
  • After the fourth word (gum) has been revealed, give each child a piece of gum (optional) or have them pretend to chew on a piece of gum.

Apply the skill (choose from the following)

Identify, blend and manipulate 

  • Have children blend beginning and ending sounds into words by tapping their head (beginning sound) and toes (ending sounds) then clap to say the whole word (e.g. /g/ tap head, /um/ tap toes). Point out that all of the words have the -um sound at the end of the word. Ask the children to identify which sound differs in each word.  
    • /g/ /um/ = gum
    • /dr/ /um/ = drum
    • /h/ /um/ = hum
    • /pl/ /um/ = plum

Write about the activity using target words and phrases 

  • Display target words on a word wall (i.e., drum, hum, yum, gum). 
  • Refer the children to the word wall and have them write a sentence or two expressing ideas from a lesson activity or target text (e.g., I got to drum and hum).

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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