Boo To You!!
Beginning Reading Design
Rationale:
We can comprehend reading, but only if we are fluent readers! The Goal of this lesson is to teach children about how long the vowel correspondence oo =/OO/. To become skilled readers, children must learn these correspondences through recognition, spelling, and reading words that consist of oo. To achieve this goal, I will help children learn to recognize, spell, and read words containing oo. They will learn a meaningful representation (ghost saying ooooo) 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:
A graphic image of ghost saying Oooh. (https://gph.is/1syMvKp)
A cover-up critter to help with more challenging words (individual and large)
· A class set of mini white boards
· Smartboard letterboxes
· Smartboard letters
· Magnetic letters for each child (b, l, o, o, d, t, r, u, t, h, h, m, s, p, k, y, g, e, r)
· List of words on poster displayed: blood, truth, boo, hoot, doom, spooky, goober
· The decodable text will be Snoop the Crime Dog
· (print out)
· A worksheet where the students can write words with the long OO sound.
Procedures:
1. Explanation: “Today boys and girls, we are going to talk about long double oo. And how we know when to say /OO/, almost like a ghost. Let’s all say /OO/ like a ghost together! What do our mouths look like when we say /OO/? My mouth looks and even sounds like a ghost (have a graphic image on the screen). Can we all look at our neighbor wave our arms and say /OO/?”
2. Review: “Let’s listen for /OO/ in some words before we begin spelling it. When I listen for /OO/ in words my mouth gets round as if I were blowing air out of my mouth. Now let’s try the word “spooky”. I know spooky has /OO/ in it because my mouth gets round like im blowing out air. Now let’s try the word: cold. I didn’t hear /OO/ and my mouth didn’t make an -O so I know /OO/ isn’t in cold. Now tell me if you hear “act like a ghost” /OO/ in these words: corn, book, ghoul, zoo, blood, wolf, ghost. If you do not hear /OO/ give me a thumbs down, but if you do silently pretend like you’re a ghost”
3. Explanation of how: (This will be done on the white board) “I am going to show you the spelling of /OO/. The way we are going to spell /OO/ today has two letter -O’s next to one another (demonstrate on the white board). Let’s try to spell the word spoon now. I need to now the number sounds I hear in the word spoon so I can stretch it out and put each word in a letter box: s/p/OO/n. I hear four sounds, so I need four boxes. I hear /s/ first so a m is going to go in the first box. Then I hear /p/. Next, I hear my booing ghost, so I am going to out my -oo in the third box. Last, I hear a /n/ after the -oo so I am going to put a n in the last box!”
4. Model: “You guys are going to spell some words now. We’ll start with an easy word with only two boxes, so draw two boxes on your board (individual white boards) and I’m going to walk around and check everyone’s spellings. The first word is boo. The ghost said boo! Think about which letters go in the first and second boxes. Don’t forget that double -o says /OO/. For the next word, make three letter boxes on your board. You need to listen for the first sound that goes in the first box and /OO/. Your word is hoot. The owl said hoot (walk around the room and observe answers, then go to the board). Let’s watch how I spell hoot to check your work (model how to spell hoot in smartboard letter boxes). Now, let’s spell another three-box word. Your word is moon. The moon was bright and full in the sky on Halloween (walk around the room and observe answers, then go to the board). Let’s watch how I spell moon to check your work (model how to spell moon in smartboard letter boxes). Let’s do another four-letterbox word, spell truth. Sally always tells the truth (check work and have a student volunteer demonstrate spelling on smartboard). Do we need the /OO/ ghost booing? That’s right! We don’t! Why don’t we need it though? Good, it is because there’s no /OO/ sound in truth. Let’s erase a letterbox, the next word is doom. The kids were stuck in the haunted house they felt nothing but doom. Stretch out the sounds and listen for /OO/ (check work and have a student volunteer demonstrate spelling on smartboard). Let’s try a review word! Can you spell slime? The witch stirred her slime in the big pot (check work and have a student volunteer demonstrate spelling on the smart board). What about another review word? Can you spell flew? The bat flew high in the sky (check work and have a student volunteer demonstrate spelling on the smart board). We are going to do one last word and we need five letterboxes. The word is spooky, the children wanted spooky costumes for Halloween. Stretch out all the sounds and listen for your booing ghost (check work and have a student volunteer demonstrate spelling on smartboard).”
Provide simple practice:
Activity: “Now, boys and girls, you are all going to read the words you just spelled. Before you try it, I am going to show you how to read a tricky word (show list of words on smartboard with model word [goober] at the top). Oh! I see the booing ghost’s [OO] so I know that that’ll make oo= [OO]. I want to use a cover up critter so I can look just at the first part (because it is enlarged on the smartboard, use the class puppet as the smartboard coverup critter). Gggg hm that’s /g/, now I need to add /OO/, so that’s /goo/ and I know /b/ comes next so it is /goob/, lastly I know that -er = /er/, so if I add that to /goob/ the word is /goober/! It’s your turn now (have students do this all together, have volunteers come up and demonstrate blending with each word).”
Extend practice to whole texts: “Boys and girls you all have done so well learning this way to spell an -oo= /OO/ words. We are going to read a story now called Snoop the Crime Dog. In this book Snoop is trying to find his missing friends. Let’s read and find out if Snoop finds his friends! You and your neighbor are going to take turns reading pages of the book to each other.”
Assess: (Assessment will occur informally throughout the whole lesson via observation.) “Now that we have done some spelling and reading, we are going to do a worksheet. On this worksheet you are going to match the words with the picture and then write he word below."
Resources:
o Assessment worksheet and book: https://royalbaloo.com/wp-content/uploads/2016/10/RoyalBalooooVowelTeamEasyReader.pdf
o King, Allison, Aaayeeeee!: https://atk0016.wixsite.com/mysite/beginning-reading
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