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Day 22 — Short u and an oral rhymeFoundation English · T1 W5–6 · Day 22 lesson

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Foundation / English / Term 1 / Weeks 05 06

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Proposed codes: AC9EFLE04, AC9EFLY09, AC9EFLY10, AC9EFLY11, AC9EFLY12.
Goal: Hear a rhyme, link u to /ʌ/ as in up, and blend regular words with the new vowel.
Prepare: Oral rhyme B, u and prior cards, three sound boxes, up, sun, mud, bug, run, fun; Bob dug. cards.

  1. Review · 3 min. Flash a, e, i, o and b. Ask for the sounds practised so far, and blend bag once.
  2. Oral rhyme · 4 min. Read Ball in the Hall twice. Ask which words end alike: wall/ball or wall/door. The poem is adult-read; no child decoding of its print.
  3. Sound and letter · 5 min. Say up, under, sun aloud. Focus on /ʌ/ in the first two and in the middle of sun. Show u, letter name you: “In these words, u shows /ʌ/.” Do not introduce u as /uː/ here.
  4. Blend new words · 7 min. Model u p → up, then s u n → sun. Guide mud, bug, run; invite fun as a fresh try. Ask which middle vowel changed in ran/run. Keep adult oral exemplar under off student reading cards.
  5. Use a sentence · 4 min. Show Bob dug. Decoding uses only taught correspondences. Ask “What action happened?” Learners may act a pretend dig with hands without handling tools.
  6. Exit check · 2 min. Show bug out of the practice order and ask for a blend and the middle sound. Record whether u was independent.

Access routes: Replayed teacher rhyme, tactile beats, two-vowel comparison cards with text labels, movable letters, acting or AAC meaning response. Colour is optional and never the sole distinction between vowels.

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