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Rationale: This lesson teaches children about the long vowel correspondence oo=/U/. In order to be able to read, children must learn to recognize the spelling 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 (a girl pointing to a hot air balloon), they will spell and read words containing this spelling in the letterbox lesson, and read a decodable book that focuses on the correspondence oo=/U/.

Materials:

Image of the movie Up and all of the balloons that are carrying the house, coverup critter, letterbox Elkonin boxes for modeling and individual boxes with letters: o, d, f, r, t, g, l, p. The list of spelling words that I am going to use are: food, roof, tool, cool, gloom, poor. Decodable text is going Pig on the Loose.

Procedure: Say: In order to become expert readers we need a code to learn how to pronounce the words. We have already learned how to say the short vowels like “o” like dog and fog and today we are going to learn about long O and the double o signal that it is made to U say its name. When I think of “U” I think of The Up movie and all of the balloons that are floating on the house.

Say: Before we learn about about the spelling of /U/, we need to listen to it for some words. When I listen for /U/ in words. When I say /U/ my lips pucker up and make an oval shape (makes gesture). I will say it first cool. Make lips pucker up and point at them. There is a long U in cool. Now I’m going to say dig. Hmm I did not feel my lips pucker up and go into an oval shape. That word does not have U in it. Tell me if you can hear /U/ in these words: cool, fade, smooth, cat.

Say: Now we are going to look at the spelling of /U/ that we’ll learn today. One way is with the double o. Shows student double o side by side. What if I want to spell the word look. “Look over there!” To spell the word look in letterboxes I would have to count the phonemes first. Stretching it out will give us /l/ /U/ /k/. I need three letterboxes. I heard the /U/ goes before /k/ so I’m going to put the /U/ in the third letterbox. The word starts with l so we need a l. What is missing? A /k/ goes at the end!

4. Now I am going to have you spell some words in the letterboxes. We’ll start off with three letterboxes. We are going to start with the word food. “I want to go get food.” What should go in the first box? /f/ /U/ /d/. Now lets try poor. “That poor dog!” /p/ /U/ /r/. Now I am going to try with four letterbox words. Lets try gloom. You try to spell it for me and I will check it. /g/ /l/ /U/ /m/. Remember to stretch out the letters.

5. I am going to let you reread the words that you have read. I am going to show you how to read a tough word. We are going to spell the word snooze. I see that there is a double o and that is a sign that it is going to sound /U/. I am going to use the coverup critter and going to look at the first part. I will uncover and blend /s/ /n/ = /sn/. Now I am going to blend that with /U/= /snU/. Lastly I am going to blend /z/ /e/ to spell /snUze/. Now it is your turn to try!

6. Now we are going to read “Pig on the Loose”. It is about a boy named Ben and his Aunt is staying with him. They just got a new pet pig and are going to show Aunt Sue. When Aunt Sue gets to their house they go outside to look for the pig. The pig is nowhere to be found! Lets read to figure out where the pig went.

7. I loved that book! What happened in the end? Did they find the pet pig? Write down your responses. To finish up with double o /U/ we are going to work on this worksheet. Write down the object that you think that they are. There are letters at the bottom of the worksheet. Remember to use the letterboxes and the coverup critter if it difficult. Collect at the end.

 

Sources:

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

Murray, Geri “Pig on the Loose”

http://erh0014.wixsite.com/elyssahicks/beginning-reading-lesson-design