Beginning Reading Lesson

By Katie Jones

 

 

Rationale:

This lesson teaches children about the long vowel correspondence oo = /OO/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling oo. They will learn a meaningful representation (Aubie cheering woohoo!), they will spell and read words containing this spelling in a letterbox lesson, and read a decodable book that focuses on the correspondence oo = /OO/.

 

Materials:

• Graphic image of a Aubie cheering “Woohoo!”

• Cover-up critter

• Whiteboard or smartboard

• Elkonin boxes for modeling and individual Elkonin boxes for each student

• Letter manipulative for each child and magnetic or smartboard letters for teacher: h, o, t, f, d, l, m, r, c, k, s, p

• List of spelling words on poster or whiteboard to read: hot, hoot, pop, food, stop, tool, mood, scoop

• Decodable text: Snoop the Crime Dog

• Assessment worksheet.

 

Procedures:

1. Say: In order to become expert readers we need to learn the code that tells us how to pronounce words. We have already learned to read short vowel words with o, like top, hot, pop, and today we are going to learn about long oo. When I say /OO/ I think of Aubie cheering “Woohoo!” when Auburn scores a touchdown! [Show graphic image].

 

2. Say: Before we learn about the spelling of /OO/, we need to listen for it in some words. When I listen for /OO/ in words, I hear the double oo say its name /OO/ and my lips make a little oval shape like this. Kind of like the face you make when you taste something gross and you say eeewww! [Make vocal gesture for /OO/.] I’ll show you first: moose. I heard oo say its name and I felt my lips make a little oval shape. There is a long oo in moose. Now I’m going to see if it’s in lost. Hmm, I didn’t hear oo say its name and my lips didn’t make that little oval shape. Now you try. If you hear /OO/ say, “ooooooh, ahhhhh.” If you don’t hear /OO/ say, “Nooooo” Is it in snoop, cats, noodle, boot, hair, loop? [Have children respond after each word]

 

3. Say: Now let’s look at the spelling of /OO/ that we’ll learn today. One-way to spell /OO/ is with the letters oo with two o’s together. [Write oo on the board.] What if I want to spell the word room? “If I clean my room, I will get a reward.” Room means a specific place in this sentence. To spell room in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /r//oo//m/. I need 3 boxes. I heard that /OO/ just before the /m/ so I’m going to put an oo in the 2nd box. The word starts with /r/, that’s easy; I need an r. The word ends with /m/, so we know we need an /m/ in the last box. [Point to letters in boxes when stretching out the word: /r//oo//m/.]

 

4. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out with three boxes for hoot. A hoot is the sound an owl makes, “At night if you listen closely you can hear the hoot of an owl.” What should go in the first box? [Respond to children’s answers]. What goes in the second box? What goes in the third box? I’ll check your spelling while I walk around the room. [Observe progress.] You’ll also need three letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for /OO/. Next listen for what goes in the third box. Here’s the word: food, My favorite food is pizza; food. [Allow children to spell words.] Time to check your work. Watch how I spell it in my letterboxes on the board: f – oo – d and see if you’ve spelled it the same way. Try another with three boxes: tool; I need a tool to hang the picture frame up. [Have volunteer spell it in the letterbox on the front board for children to check their work. Repeat this step for each new word.] Next word. Listen to see if this word has /OO/ in it before you spell it: mood; Eating dinner puts me in a good mood. Did you hear /OO/? [volunteer spells it on the front board.] Now let’s try 4 phonemes so we will need four boxes: scoop; "When the tub overflowed we tried to scoop up the water."

 

5. Say: Now I am going to let you read the words you’ve spelled, but first I’ll show you how I would read a tough word. [Display poster with scoop on the top and model reading the word.] First I see there’s a double oo; we know that oo = /OO/ I’m going to use a cover-up critter to get the first part. [Uncover and blend sequentially before the vowel, then blend with the vowel.] /s//c/ = /sc/. Now I’m going to blend that with /oo/ = /scoo/. Now all I need is the end, /p/ = /scoop/. Scoop; that’s it! Now it’s your turn, everyone together. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]

 

6. Say: You’ve done a great job and reading words with our new spelling for /OO/: Now we are going to read a book called Snoop the Crime Dog. This story is about a detective dog named Snoop. He goes to Loon Pond to find the snow goose is missing. Let’s pair up and take turns reading Snoop the Crime Dog to find out what happened to the snow goose. [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads Snoop the Crime Dog aloud together, and stops between page turns to discuss the plot.]

 

7. Say: That was an interesting story. What happened to the snow goose? Right, the hunters got him. What happened to the hunters? Right, they went to jail. Before we finish up with our lesson about one way to spell oo = /OO/, I want to see how you can solve a reading problem. On this worksheet, we have some letters missing. Your job is to look at the words and the picture above the word, and decide which letters complete the word. Re-read your answers to see if they make sense. [Collect worksheets to evaluate individual child progress.]

 

Resources:

Murray G., Beginning Reading Sample, Oh, I didn’t know! http://www.auburn.edu/academic/education/reading_genie/doorways/murraybr.htm

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Noie Yancey, Oh, Oh, My Knee Hurts: http://www.auburn.edu/academic/education/reading_genie/invitations/yanceybr.htm

 

Snoop the Crime Dog: https://www.readinga-z.com/book.php?id=1123