Ms. Anglim's Reading Lessons
Hugh goes moo at the zoo!
Beginning Reading
oo=/oo/
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 students will learn to recognize, spell and read words containing the sound /oo/. Students will learn a meaningful representation (a cow named Hugh “mooing” at the zoo), they will spell and read words containing this spelling in a LBL, and read a decodable book that focuses on the correspondence oo = /oo/.
Materials:Graphic image of cow (https://www.shutterstock.com/image-vector/vector-illustration-cartoon-cow-195571175); cover-up critter; whiteboard or smartboard Elkonin boxes for modeling and individual Elkonin boxes for each student; letter manipulative tiles for each ching and magnetic or smartboard letters for each teacher: a, e, b, c, d, g, l, m, n, o, o, p, s; list of spelling words on poster or whiteboard to read: cat, bed, spoon, moo, scoop, pool, boom, ; decodable text: Snoop The Crime Dog; and assessment worksheet (below).
Procedure:
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 sounds with o, like mop, and today we are going to learn about long vowels that are put together. Look at this card with the correspondence oo= /oo/. When I hear /oo/, I think of a cow saying “moo” (show how to make hand motion to look like horns on top of head while saying “moooooo”). Now let’s look at what we’re learning today, which is the spelling of /oo/, which is two “o”s next to each other.
2. Before we can learn the spelling of /oo/, we need to practice hearing it in words. You know /oo/ is saying its name when your mouth makes a very small “o” shape with your lips (show shape, have class do it as well). I’m going to read our tongue tickler for the day so you can hear the sound /oo/, “Hugh goes moo at the zoo”. When you hear the sound /oo/, I want you to put up your cow horns and say “moo”, just like how Hugh the cow does when he greets his friends at the zoo. Are you ready? “Huuuugh goes mooooo at the zooooo”. I heard /oo/ in the sound Hugh, moo and zoo.
3. Say: Now let’s look at the spelling of /oo/ that we’ll learn today. One way to spell /oo/ is with two o’s. Now I want to figure out how to spell the word “scoop” in my letterboxes. I want to spell “scoop”, as in “I want a scoop of ice cream”. To spell scoop in letterboxes, I need to know how many phonemes I have in the word so I stretch it out and count: /s//c//oo//p/. I need four boxes. I heard that /oo/ right before the /p/, so I’m going to put my two o’s, oo, in the 3rdbox. The word starts with /s/, so I know that I need an s. Now it gets a little harder, so I’m going to say it slowly to hear the sounds, /s//c//oo//p/. I think I heard /k/, so I’ll put a c right after the s. The /oo/ comes after the /k/, so I just need to figure out the last letter to go in the empty box. If I stay it slowly, I think I hear /p/ at the end, so I know I need to put a p in the empty box.
4. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for “moo”. Moo is the sound that a cow makes, “the cow outside says moo”. What should go in the first box? (respond to children’s answers). What goes in the second box? How many o’s goes in the second box? I’ll check your spelling while I walk around the room. (Observe progress). You’ll need three letterboxes for this next word. Listen for the beginning sound that goes in the first box, then listen for /oo/. Here’s the word: boom. “The firework made a big boom.” (Allow students to spell word) Time to check your work. Watch how I spell it in the letterboxes on the board: b-oo-m and see if you’ve spelled it the same way. Try another with three boxes: pool. “In the summer, I like to swim in the pool”. (Have a 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/ before you spell it: dog. “Don’t forget to take the dog for a walk.” Did you need one or two o’s? Why? Right, because we don’t hear the sound /oo/. We spell it with our short vowel o. Now let’s try 4 phonemes: spoon, “I eat my cereal with a spoon.” One more and then we’re done spelling, and this time you need five boxes: blooms. “The flower blooms in the spring.” Remember to stretch it out to get this hard word.
5. Say: Now I am going to let you read the words you’ve spelled, but first I’ll show you how to read a tough word. (Show poster with blooms on the top and model reading the word). First, I see there’s two o’s next to each other, so that’s my signal that it says /oo/. I’m going to use a cover-up to get the first part. (uncover and blend sequentially before the vowel, then blend with the vowel). /b//l/ = /bl/. Now I’m going to blend that with the /oo/, so /bloo/. Now all I need is the end, /m/ =/bloom/, bloom. 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 reading words with our new spelling for oo= /oo/. Now we are going to read a book called Snoop the Crime Dog.This book is about a dog named Snoop, and he is a crime solving dog. One night, a snow goose goes missing, and Snoop must look for clues to find the missing goose. Will Snoop be able to solve the crime? We have to read Snoop the Crime Dogto find out! Let’s pair up and take turns reading Snoop the Crime Dogto find out if Snoop solves the crime. (Students pair up and take turns reading alternate pages each while the teacher walks around the room monitoring progress. After individual pared reading, the class will reread Snoop the Crime Dogaloud together and stop in between page turns to discuss the plot).
7. Say: That was a fun story. Did Snoop solve the crime? Right, Snoop found the goose and set the goose free. Who stole the goose? Right, a racoon. 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, there are different pictures to look at. I want you to write the word that matches the picture, and then think of two more words that rhyme with that word. If you need to, you can use the seek-and-find to check your answers. (Collect worksheet to evaluate each individual child’s progress)
References:
Assessment worksheet:
https://www.free-phonics-worksheets.com/phonics-worksheet-56.html
Image source:
http://bestanimations.com/Animals/Mammals/Bulls&Cows/Bulls&Cows.html
Snoop the Crime Dog,
https://www.readinga-z.com/book.php?id=1123
Geri Murray:
https://sites.google.com/site/readingwritingconnection/beggingreadingdesign
