“BOO!” It’s a Ghost
Beginning
Rationale:
It
is so important for children the correspondence between graphemes and
phonemes. This will lead to students who
are skillful in reading, decoding, and comprehension.
This lesson will give students insight into
the correspondence oo = /OO/ in both written and spoken words. Students will gain understanding of this
correspondence through a letterbox lesson will spell words with the oo
= /OO/
correspondence, they will then read the words as the teacher spells
them, and
the practice reading words with the oo = /OO/ correspondence by reading
a
decodable book.
Materials:
Primary Paper and pencil
Class set of Letterboxes for students and
teacher (both two and six box strips)
Class set of letter tiles for students and
teacher (letters for lesson: o, o, a, b,
z, f, d, l, p, g, s, m, r, c, h)
Poster with the tongue twister (The moose
ran from the zoo to scare the goose on the roof
by saying BOO!)
Flashcards with letterbox lesson words
written on them (boo, zoo, hose, food, loop, fool, bead,
drool)
Flashcards with pseudowords (foo, poog,
hoosh, chood)
Overhead Projector
Yoo
Hoo Moon. Mary Blocksma. Ills. Patience Brewster. Pub: Bantam
Books. 1992.
Procedures:
As we have
talked about
before reading and writing is made up of a secret code that we have to
break to
be able to read and write. Every letter or letter combination is
accompanied by
a sound and it is our job to learn what those sounds are so we can
decipher the
code. Today we are going to be concentrating on the letter o
(write on board). We already know that o
= /o/, but what if two o’s are
together like this: oo (write on
board)? When two o’s are together they
make an /OO/ sound…can we all make the /OO/ sound.
This is the sound that a ghost makes on
Halloween when they are scaring people. Can you wiggle your fingers
like you
are scaring somebody this time when we say /OO/!
Take
their attention to the poster and first have the teacher read the
tongue
twister (The moose ran from the zoo to
scare the goose on the roof by saying BOO!); then have the students
read it
with you. Then on the second time tell the students…Good
job! This time in each of the words we hear the /OO/ sound we are
going to make our scary ghost fingers and stretch out the /OO/. Let’s
try it!
The m/OO/se ran from the z/OO/ to scare the g/OO/se on the r/OO/f by
saying
B/OO/! Let’s do it one more time. Don’t forget to do our wiggly fingers
hand
gesture.
Now listen
closely to the
following words. Do you hear /OO/ in Roof or ground? Food or drink? Zoo
or
park? Spoon or knife?
Everybody
let’s get out our letterboxes and the following letter tiles for our
letter box
lesson
(o, o, e, b, z, f, d, l, p, g, s, e, m, r, c, h). Before
beginning, remind students that not
all words will have the /OO/ sound, some will be review words. Before the students do their letterbox lesson
the teacher will model on the overhead projector. Let me
show you how to do one. Class let’s begin with two letterboxes.
The word we are going to spell is the word ‘boo.’ The ghost scared me
when it
jumped out and said boo! What is the
first sound you hear…/b/. So that tells us to put a ‘b’ in the first
box. Now
what is the next sound we hear? That is right the /oo/ sound that we
just talked
about. That tells us to put ‘oo’ in the second box. For the rest of the
words
have the students sound the words out themselves and put the sounds in
the
letterboxes. We will spell the words (2) boo, zoo; (3) food, bead,
loop,
fool; (4) drool. As each word it read the teacher will tell the student
how
many letterboxes they will need and use the given word in a sentence to
help
students hear the word in context. As the students are spelling words
the
teacher will be walking around making sure they are using the
letterboxes
correctly as well as correctly spelling the words.
If a student misspells a word read it to them
just as they have spelled it and then repeat the word given for the
lesson. If
they don’t spell it right this time give them the word. After each
given word
the teacher will model the correct use of the letterboxes to spell the
given
word.
Once the class
has spelled all the letterbox
words take out the flashcards with the letterbox words on them. Hold
them up
one at a time and have students read the words (one child at a time
calling on
them the first time through and then together as a class) they have
just
spelled in the letterbox lesson. Now we
are going to read the words we have just spelled. Now hold up the
word boo. When I see this word on the
flashcard I will say ‘boo.’
Now have the
students use primary paper and a
pencil to write a message on the following topic: “What is
your favorite part about Halloween?” The messages can be
used to see miscues that can help the teacher see where students are
struggling
and help plan later lessons.
We will now
read the decodable book Yoo Hoo Moon. Book Talk: This
is a story about a bear that can’t go to sleep until she sees the moon
in the
sky, but one night the moon is nowhere to be found! Has it
disappeared from
the sky? What will bear do?
To assess the
students
I will call them up one at a time while the other students are working
on their
messages and have them read the pseudowords (foo, poog,
hoosh, chood) on the flashcards to asses if they have
grasped the correspondence oo = /oo/.
Reference:
Blocksma,
Mary. Yoo Hoo Moon. Ills. Patience Brewster. Pub:
Bantam Books. 1992.
Keith, Cassi.
The Ghost says “Boo!” http://www.auburn.edu/rdggenie/begin/keithbr.html