 What letter have you been talking about? Me? The letter U. Okay, what sound do we think of when we talk about the letter U? What sound? Awesome, awesome. Today in class, we worked on learning targets, listening for the medial U in a word, being able to discriminate in a word versus say other vowels in the medial position of a word. We can find words or listen for words that have a in the everybody up, up, up. So you got to see the students really listen for words that may have a at the beginning and being able to tell the difference between a word that begins with that sound versus in the middle. So I want you to repeat after me. I can see. I can see. And I can say. And I can say. The sound that the letter U makes. The sound that the letter U makes. And I can find words. I can listen because the children were engaged at the beginning with having to hear the learning goal, the learning target and to repeat it. It puts it in their ear that this is what we're supposed to be listening for. It makes them more of an engaged learner because she told me that this is what we're supposed to be doing. And now I have to make sure that that's what I have or that's what I heard or that's what I found out or that's what I identified. I have blue gum. And Ms. Flack asked you when you wrote your sentence if you could find only the words that have a in the middle. Only the words that have a in the middle. And you were going to rainbow write that word, right? Yes, ma'am. Now some of us found more than one word in that sentence. I'm going to write it over here. The benefit of using learning targets and success criteria is that the children get an understanding for what they're supposed to be doing, a clear understanding about what I have to do, what I need to be able to do in order to have the success to be able to say that I can do that or I can say that or I can read that or I can describe that. So how would I spell the word gum, the word that has a in the middle? Lamaya? G-U-M. G-U-M is the word gum, very good. Let's rainbow write our gum first because gum has a U and a in the middle. Let me ask you a question. Can some words have U in the middle without having a in the middle? Yes ma'am. Is there another word that we should choose in our sentence I have blue gum? So what's the word Jordan? Blue. We should choose the word blue? Yes ma'am. Do you think we should choose the word blue? Kaylee? Because there's a U in the middle? There's a U in the middle. But let's listen to that word blue. You say it. Blue. I'll say it. Blue. Turn and tell your neighbor. Say blue. Blue. Do you hear an uh in the middle of the word blue? No ma'am. Have we been tricked? Yes ma'am. Even though blue has a U in the middle, it does not have an uh. So can we rainbow write this word? No ma'am. We cannot. Alright. Here we go. Oh we're good and ready. It's a great catch. Alright. What's the word? Ann. Ann is the word here. What's the word on this car? Pup. Which of these words has a in the middle? Ann. Pup. Pup. Awesome. Do we understand? Uh. We're looking for a in the middle toss. Pop up. Sam. Sam is the word. What is the word class? Sam. Is Sam uh? Not uh. Uh. What is it? Not uh. So I can put Sam with pup, right? No. Do we need a U to make an uh in the middle? We learned that some words have U but they don't have what? Uh. They don't have uh. So I'll put this with, I'll put it with. A lot of times we've talked about learning targets without me calling it a learning target and it's just a matter of this is what my teacher said, this is what I'm going to repeat, um this is what we need to do or this is what we're working on and this is what I need to be able to do. Now we're going to try something a little different. Yes you all will still have a chance to participate. I'm going to give you each two cards, okay? And you're going to have a chance to come and sort our cards. Are they going to go with fun or are they going to go with Sam? Uh or not uh, okay? Jalea let's start with you. Up, up, up. I want to see one if you can read those words on your card and two if you can put them into our groups. Uh, not uh, okay? Come on to the star. What's your first word? Us. Her first word is? Us. And her first word, her next word is? I. She's got the word us and she has the word I and these are perfect. Do you have words with uh in the middle? Very good. Tell me about the word I. It's because it's just I. It's just I, very good. Tell me about this word. Why doesn't the word us have uh in the middle? It's because you is at the beginning of the word. Very good. So the uh sound is not in the middle. It's at the beginning. So where do your cards go? Should they go with pup? I'm sorry fun or should they go with Sam? Sam. Very good. Go ahead and put them in. They belong. My biggest piece of advice is to make it work for your classroom environment. But overall you know the climate of your classroom. You know how your students, how they interact. You know the language of your students. Jordan, come on up. Read your words. Rug. Mm-hmm. Gum. Put them where you think they should be. Why did you put both cards in the same spot? Because they both have a U in the middle. Even though you have a U in the middle, does that mean you have a uh in the middle? Because they both have a U in the middle. Awesome. I think that as long as your learning goals, your targets are speaking their language, it helps them to be able to understand what I'm supposed to do. And how I'm supposed to get it. How I should be able to interpret it and give it back to my teacher. Hum. Show us where up and hum should be. Awesome sauce. Thank you Batman. You can have your seat. Does everyone understand now? What are we listening for today in our words? U in the middle. Are we listening for you in the middle? What are we listening for in the middle? U in the middle. What are we listening for? U in the middle. U in the middle.