Lesson 22 Word Families - Ug, - Un

Phonics
LESSON 22 Word Families -ug, -un

TEACHER MATERIALS STUDENT MATERIALS DECODABLE BOOK
Letter cards Letter/word-family cards My Pug Has Fun
Word-family cards Word cards
Word cards Worksheet
Workmat
Game board, place
markers, and die
Introduce the Word Families

Materials: Teacher word cards, teacher word-family cards
• Place the teacher word cards hug, bug, and rug in the pocket chart or along the
chalkboard ledge. Point to each word and read it with students. If students have difficulty
reading the words, model how to blend the sounds together.
• Ask students what the words have in common. If students don’t respond, point out that
all the words have the same ending. Hold up the -ug word-family card as you say /ug/,
running your finger under the sounds as you say them. Place the card in the pocket chart
above hug, bug, and rug. Tell students these words belong to the -ug word family because
they have the same ending letters and the same ending sound.
• Have students run their fingers under the -ug ending of the words hug, bug, and rug as
they say /ug/. Then have them say each word.
• Tell students that there are many other words that have the same -ug ending. Have them
say other words they know that end like hug, bug, and rug (dug, lug, mug). Tell them that
all of these words belong to the -ug word family.
• Take out the -ug word cards from the pocket chart and replace them with the fun, sun,
and run word cards. Point to each word and read it with students. If students have
difficulty reading the words, model how to blend the sounds together.
• Ask students what these words have in common. If students don’t respond, point out
that all the words have the same ending. Show them the -un word-family card as you say
/un/, running your finger under the sounds as you say them. Place the card above the
words fun, sun, and run. Tell students these words belong to the -un word family because
they have the same ending letters and the same ending sound.
• Have students run their fingers under the -un ending of the words fun, sun, and run
as they say /un/. Then have them say each word.
• Tell students that there are many other words that have the same -un ending. Have them
say other words they know that end like fun, sun, and run (bun and nun). Tell them that
all of these words belong to the -un word family.
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Phonics
LESSON 22 Word Families -ug, -un continued
Word Sort
Materials: Teacher word cards, student word cards
• Place all the teacher word cards in the pocket chart or along the chalkboard ledge. Have
students help you sort the words into their word families. Once all of the cards have been
sorted into two columns, read each word with students.
• Give pairs of students the student word cards. Then have them sort the words into
word families.
• Have students read the words to their partner.
Blend Onset and Rime

Materials: Student letter/word-family cards, workmats, teacher letter cards,
teacher word-family cards
• Give students the student letter/word-family cards and the workmat. Tell them to place
each word-family card in the box on the right of their workmat.
• Say the word bug. Ask students what rime they hear at the end. Have them point to
the box that has the -ug rime. Ask them what letter they need to put at the beginning
of -ug to make the word bug. Have students find the b letter card and place it in the box
on the left of their workmat. Tell them to blend the b letter card and the -ug word-family
card to make the word bug.
• Use the teacher letter and word-family cards to make the same word in the pocket chart.
Have students check their spelling of the word on their workmat with that of the word in
the pocket chart.
• Have students take away the letters on their workmat. Tell them you are going to say
another word and they should decide which word-family and letter cards are needed
to spell the word on their workmat. Say the words dug, bun, hug, fun, run, mug, rug, sun,
and tug, one at a time. Have students use the letters and word-family cards to spell the
words on their workmat. Use the teacher letter and word-family cards to make each
word in the pocket chart before going on to the next word.
• Once all the words have been made, have students read the words in the pocket chart.
Phonics
LESSON 22 Word Families -ug, -un continued
Read the Book
Materials: Decodable book My Pug Has Fun
• Show students a copy of the decodable book. Have them look at the cover and tell what
the book might be about.
• Read the title with them, showing them how to sound out the onset and rime in the
words in the title. Have students point to the -ug and -un words in the title.
• Show students the pictures through page 7 and ask what is happening in the story. Ask
what they think the dog will do next.
• Write the new high-frequency word we on the board and tell students that this is a
word in the story that they need to recognize and read quickly. Read the word and have
students read it with you as you point to the word. Have them write the word in the
palm of their hand with their finger as you spell out the letters, pointing to each one.
Say the word again and have students say it.
• Review the high-frequency words listed at the start of the decodable book. Tell students
these are words they already know and are also in the book.
• Give students their copy of the book. Have them turn to page 3 and read it together.
Have students point to words on the page that are from the -ug and -un word families.
• Have students read the rest of the book. When they are finished, ask them what trick
the pug dog played on the child in the story. Ask what things the child and the pug liked
to do to have fun.
• Have students circle all the words in the book from the -ug word family in red and all the
words from the -un word family in blue.
More Practice
Materials: Worksheet
• Have students complete the worksheet for -ug and -un.
Learning Center Activities

Materials: Teacher letter cards, teacher word-family cards, student word cards, game board,
place markers, die
• Laminate a set of teacher letter and word-family cards. Place them into two piles in the
center of the table. Have students take turns drawing one letter card and one word-family
card. Have them practice blending the sounds in the onset and rime together.
• Laminate a set of student word cards and place them in the center of the table along
with the game board, place markers, and a die. Have students take turns throwing the
die, drawing a word card from the pile, and reading it. If the word is read correctly, have
the student move along the game board the number of spaces indicated on the die.
Phonics
LETTER CARDS Phonics Lesson 22: -ug, -un
#
b d
h m
f r
t s
© ProQuestLearningPage http://www.readinga-z.com
Phonics
WORD-FAMILY CARDS Phonics Lesson 22: -ug, -un
#
ug ug
un un
ug ug
un un
Phonics
WORD CARDS Set 1 Phonics Lesson 22: -ug, -un
#
hug bug
rug fun
sun run
dug mug
Phonics
WORD CARDS Set 2 Phonics Lesson 22: -ug, -un
#
tug bun
Phonics
LETTER/WORD-FAMILY CARDS Phonics Lesson 22: -ug, -un
#
b d h m
f r t s
ug un
Phonics
WORD CARDS Phonics Lesson 22: -ug, -un
#
hug bug rug fun
sun run tug bun
dug mug
Phonics
WORKSHEET Phonics Lesson 22: -ug, -un
Name:_________________________ Date:____________
Run run hug rug sun fun bug
1. Nan sat on a tan _________.
2. We had _________ in the _________.
3. Dan gave a _________ to Dad.
4. Dad had a _________ for Dan.
5. “_________, _________!” said Dot.
Teacher Instructions: Have students fill in the blanks using the words in the word box
at the top of the page. Then have them read the sentences.
Phonics
WORKMAT Phonics Lesson 22: -ug, -un
Phonics
GAME BOARD Phonics Lesson 22: -ug, -un

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Phonics

LESSON 22 Word Families -ug, -un

Introduce the Word Families

Blend Onset and Rime

Learning Center Activities

hug bug rug fun

sun run tug bun

Run run hug rug sun fun bug

1. Nan sat on a tan _________.

2. We had _ in the _.

3. Dan gave a _________ to Dad.

4. Dad had a _________ for Dan.

5. “_, _!” said Dot.

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