/OO/ That’s Cool!

moon


By: Stefanie Berryhill

Emergent Reading 

 

Rational:

It is so important for children to have an accurate understanding of phoneme/grapheme correspondence to be successful in reading, decoding, and comprehension.  This lesson will give children a basic understanding of oo=/oo/ in spoken and written words by giving them a memorable representation of sound and by exposing them to that sound in written words.

 

Materials:

Chalkboard, chalk, chart with tongue twister written on it (The cool goose brought a blue balloon to school.), primary paper, pencils, a copy of Yoo Hoo! Moon!  For every student, flash cards with letterbox words written on them (too, fool, mood, cool, soon, food, troop, school, snoop, droop, stoop), Elkonin boxes for every student, letter manipulatives for every student, overhead Elkonin boxes, and overhead letter manipulatives, overhead projector

 

Procedures:

 

  1. Start the lesson by writing the letter o on the chalk board.  Does everyone remember what this letter is?  What sounds can this letter make?  We all know that this is the letter o and it can say /o/ or /O/, but did you also know that two o’s together make the /oo/ sound? Like “OO! That’s cool!”  when you see something interesting. While you say “/oo/ that’s cool!” open your eyes wide like you’re looking at something that is cool.
  2. Take out the chart with the tongue twister written on it.  Practice it with the children.  “I have a tongue twister for us to practice.  I am going to read it once, and then I want all of us to read it together.  The cool goose brought a blue balloon to school.  Good.  Now this time when we say it I want everyone to do their “/oo/ That’s cool!” eyes as we drag out the /oo/ sound in each word that we hear it in.  The c/oo/l g/oo/se brought a bl/oo/ ball/oo/n t/oo/ sch/oo/l. Great!
  3. Now assess the students’ ability to hear the /oo/ in various spoken words.  “Now I am going to read you two words and I want you to tell me which one has the “/oo/ That’s Cool!” sound in it:  “Spoon or fork?” “Chair or stool?” “Sneak or Snoop?” “Sun or Moon?” “Eskimo or Igloo?” “Goose or duck?”
  4. Now use the Elkonin boxes to do a class letterbox lesson..  Explain that some of the words you are going to use might have some of the other vowel sounds that they have learned already.  Hand out the letterbox sheets and letters to each student, and have them put the letters on the lower case side.  Put your letters and letter boxes on the overhead and model how to do a word  in case thy have forgotten.  “Let’s do the word ‘cool’, ‘That looks cool to me!’  Let’s see… I hear the /c/ sound first so I will use my c in my first box.  /c/-/oo/… I hear the /oo/ sound next!  We know how to make the /oo/ sound! Two o’s.  The last sound I hear is /l/, so I will use the l.  There! I have spelled ‘cool.’” Next give the students the list of /oo/ words one by one providing a sentence for each one: too, if, fool, soon, tool, sit, moon, spoon, stool, grin, snoop, school.  As they are working, walk around the classroom and make sure everyone understands.  If a student misspells a word, read it to them just as they have spelled it, then tell them the word you WANT them to spell again.  If they still can’t get it, give them the word spelling. After each student is finished, model the correct spelling on the overhead and move onto the next word. 
  5. Next take out the flashcards with each of the letterbox words written on them.  Have the students read the word out to you. “Now everyone tell me what this word says.  Great job!  You all are doing a wonderful job with your ‘/oo/ That’s cool!’ words.”
  6. Next introduce the decodable book: Yoo Hoo, Moon. “Now we are all going to read Yoo Hoo, Moon.  This is a story about a bear who can’t go to sleep until she sees the moon, but one night she can’t find the moon!  What will bear do?”  Have students take turns reading sentences.  Practice by finding the /oo/ sounds and reading with expression. 
  7. Have students do an invented spelling message.  “What is nicest dream you have ever had?”  While the students are writing, call the children up one at a time and have them identify /oo/ in spoken words.

 

 

Assessment:

To assess each student, I will evaluate their ability while reading Yoo Hoo, Moon.  I will also test their ability to recognize the /oo/ sound in spoken words individually at my desk while the rest of the class does the writing assignment. 

 

Resources:

 http://www.auburn.edu/rdggenie/insp/asburybr.html

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