Hum, Drum, and Strum

Objective

Read and write words that end in –um.

Lesson Plan

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Target Words:

  • hum
  • gum
  • drum
  • strum
  • glum

Materials:

  • Container to use as a drum (e.g., paper cup, food container, cardboard box)
  • Container with rubber bands strung across the opening to strum (e.g., Kleenex box, bowl)
  • Action signs (see below) 
  • Word blending cards (see below)
  • Paper drum (see below)
  • Drum and Chew Gum target text (see below)
  • Drum and Hum target text (see below)

State and model the objective 
Tell the children they will drum, strum, and hum and practice reading and writing words that end with –um.  

Practice the skill within an activity

Drum and strum.

  • Explain to the children that glum means to be sad and have them pretend to be glum.
  • Tell the children that they will play a drum, hum, strum, and pretend to chew gum so they don’t feel glum.
  • Give the children a container to use as a drum and invite the children to drum and hum.
  • Give the children a container with rubber bands strung across the opening like a banjo and encourage them to strum and hum.
  • Pretend to give the children a piece of gum and let them pretend to chew gum while they strum or drum.
  • Ask the children to see if they can pretend to chew gum and hum at the same time.
  • Point out that the children are no longer glum because they got to drum, hum, strum, and chew gum. 
  • Have the children share the -um words that they heard in the lesson so you can write them on the board (e.g., hum, gum, drum, strum). 

Read –um words and engage in actions.

  • Hold up and read an action sign for the children and have them repeat the word/phrase back to you and act it out: 
    • Drum, Hum, Strum, Chew gum, Eat a plum, Be glum
  • Have the children point out and read the words that end in -um. 
  • Add any new words to the list on the board. 

Apply the skill

Identify, blend and manipulate sounds.

  • Let the children make a target word (e.g. hum) from word blending cards (see below) and then let them make different words by changing either of the consonants or the vowel. 
    • Change the beginning sound(s): hum gum; drum glum; sum  slum
    • Change the vowel sound: hum hem; glum  glam; slum  slim
    • Change the ending sound(s): hum hug; gum gut; sum sun
  • For each of the words the children make, have them produce the sounds for each letter and then blend those sounds back in to the word. 

Read target words in a text

  • Read the target text Drum and Chew Gum (see below) to the children. 
  • Engage the children in reading the text simultaneously with you. 
  • Read the text together again, fading support. 
  • Have the children look for and underline the words that end in –um in the text. 
  • Repeat the supported reading process with the Drum and Hum target text (see below).

Write about the activity using target words and phrases.

  • Play a “pass the drum” game with the children. 
    • Have the children sit in a circle and take turns passing a paper drum (see below).
    • As the children get the drum, have them say a new word that ends in –um. 
    • Write each new word on the board.  
      • If someone suggests the word thumb, write it to the side of your list and explain that thumb sounds like it ends in -um like drum, but it has a silent b at the end so it goes in a list of its own for today. 
    • Repeat the game, but this time, pass a pencil or crayon with the paper drum and have the children write their word on the drum before passing it along. 

SEEL Target Texts

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Drum and Chew Gum

I have a friend.
My friend can play the drum.
She can drum:  rum-tum, rum-tum, rum tum, tum
She can even drum and chew gum!
 
I can’t play the drum.
But I can hum.
Hum, hum, hum.
I can hum but I cannot hum and chew gum.
 

Drum and Hum

We can drum on a drum.
Drum, drum, drum.
We can hum and drum.
Hum, drum, hum.
We can strum on a banjo.
Strum, strum, strum.
We can strum and hum.
Strum, hum, strum.
Drum and hum.
Hum and strum. 

Printouts

Standards

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CCSS.ELA-LITERACY.RF.K.3.B: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

CCSS.ELA-LITERACY.RF.K.2.D: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

http://education.byu.edu/seel/library/