BEGINNING READING | Readingdesigns

Spooooky Double O!

A beginning reading lesson by Kaylyn Bugg

Rationale:

This lesson teaches children about the vowel correspondence oo=/U/. Children must learn to recognize the spellings that map word pronunciations. In this lesson, students will learn to recognize, spell, and read words containing oo=/U/. This lesson will guide them through a meaningful representation (ghost saying oo), spelling and reading words containing this spelling in a letterbox lesson, and reading a decodable book that focuses on the correspondence.

Materials:

Whiteboard/smart board
Image of a ghost
Letterboxes for modeling
Magnetic letter tiles for modeling-
Letter boxes for each student
Letter tiles for each student
List of letter box words: boo, mood, moon, proof, cost, spoon
Decodable text- Pig on the Loose
Assessment worksheet- http://www.free-phonics-worksheets.com/phonics-worksheet-56.html

Procedures:

Say: “Today, we are going to continue our quest of figuring out the secret code of becoming expert readers. When we see a word, we know that we need to figure out the code to know how to pronounce and say it. We have already learned that when we see an o in a word it says /o/, but today we are going to look at some words with two o’s right next to each other. When we see two o’s next to each other we say /U/ like a ghost.” [show image] “everybody put your arms up and let me hear your ghost /U/”
Say: “Before we learn about the spelling of /U/, we need to learn how to listen for it. When I listen for /U/ in words, I hear my ghost and I feel my mouth form a little circle. [clearly show the mouth shape] Watch and listen as I say a word…. Hoot. I am going to say it slower this time… h-oo-t… I heard my ghost and felt my mouth make the right shape! The word hoot has two o’s right next to each other! Let’s see if it is in the word home… h-O-m... nope, I did not hear my ghost in that one. Now, I want you to try. If you hear /U/ in these words, I want you to put your arms out and say /U/ like a ghost. If you do not hear it, I want you to say, “No Way!” Are you ready? Do you hear /U/ in boot, got, spooky, boom, ghost, cool”
Say: “now we are going to look at the spelling for /U/. [write oo on the board] We spell /U/ with two o’s right next to each other. What happens if I want to spell the word goofy in my letterboxes? “The dog made a goofy noise” goofy is another word for silly. The first thing I need to do is count the phonemes in the word goofy so that I make sure I have the correct number of boxes. I am going to stretch each sound and count… /g/-/U/-/f/-/E/, 4! I heard my ghost in the second sound, so I am going to lay out my four letterboxes and put my two o’s right next to each other in the second box. Goofy starts with /g/ and I know that means the letter g, so I put that in the first box. Now I have, /g/-/U/-fffff…. F goes in the third box. /g/-/U/-/f/-/EEEEEE/ I know that at the end of a word /E/ is spelled with a Y so I will put that in the last box.”
Say: “Now it is your turn to spell some words in your letterboxes. We are going to start with some easy words that you can make with only two boxes. Your first word is boo “on Halloween, lots of people say BOO!” What is the first sound you hear? [students respond] So what should go in your first box? That’s right bouncing B! And what goes in your last box? Two o’s right next you each other! Great! [walk around room to observe each student] Your next word requires three letterboxes. Remember to listen for the ghost! Your word is mood. “My lunch fell on the floor, so I was in a bad mood” I am walking around double checking your spelling as I go. We are going to spell another word using three boxes, the word is moon. “The sky was so clear last night; I could see the whole moon” You guys are doing great. I am going to spell moon in my letterboxes, and I want you to check to see if yours looks exactly like mine. Next, we will need 4 letterboxes. Your next word id proof, “The police needed proof to solve the case.” Listen for where that ghost goes! Can someone raise their hand and tell me which box my ghost /U/ goes in? [call on student and model on the board] Now can someone else help me fill in the rest of my boxes? Your next word is cost “I wanted a new toy, but the cost was too high” cost. Be careful with this one! [give time for them to attempt the word] Do you hear a ghost in this word? Nope! This word does not have two o’s right next to each other, it only has one o. The last word is spoon, “I like to eat my ice cream with a spoon not a fork.” Can I have a volunteer come to the front and show their work?
Say: “Next you are going to read the words you have just spelled, but first, I will show you how I read a tough word. [display the word bloom on the board] I immediately see two o’s right next to each other, and after practicing all of those words earlier I know that they are going to sound like a ghost, /U/. Next, I am going to focus on the first part, before the o’s and blend them together… /b/… /l/… /bl/… then /U/... /bl/-/U/ and then I will blend in the last letter… /m/…. /blU//m/… Bloom! Now let’s read all of the words we just spelled together” [display words on the board] [call on individuals to read the words again one at a time until everyone has had a turn]
Say: “You are all doing such an amazing job reading and spelling word with two o’s right next to each other! We are going to read a book now called Pig on The Loose. It is about a brother and a sister who try and trick their babysitter into thinking they got a new pet, a pink puppy, but when they go to show her, their pet named Slim, is gone! They are super worried and look everywhere for Slim. Let’s read it and find out what happens.” [put the students in groups of 2-3 to take turn reading pages. Class rereads the book aloud together, stopping to discuss along the way]
Say: “I loved that story! Tim and Jan pretended Slim was a puppy, but what was he really? That’s right! A pig! Where did they find Slim? Yep, in the pool! Before we wrap up this lesson, we are going to do a worksheet. You will look at the picture and write what it is on the blank next to the picture. A good idea is to say the word out loud, listen for the ghost, and then listen to the other phonemes just like we do with our letterboxes! Then you will find those words in the word search. If you cannot figure out one of the words let me know and we can do it together!”

Resources:

Assessment worksheet: http://www.free-phonics-worksheets.com/phonics-worksheet-56.html

Bruce A. Murray & Geralyn (Geri) Murray Fun and Games with Lad and Slim: Pig on the Loose

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