Whoo me? A beginning reading lesson By: Anna Kyser
Rationale: This lesson teaches children about the long vowel correspondence oo= /ew/. In order to be able to read, children must learn to recognize the spellings 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 (owl saying “Whoo me?”), they will spell and read words containing this spelling in a Letterbox lesson, and read a decodable book that focuses on the correspondence oo= /ew/.
Materials: Graphic image of confused man; cover-up critter; whiteboard or smartboard Elkonin boxes for modeling and individual Elkonin boxes for each student; letter manipulatives for each child and magnetic or smartboard letters for teacher: m, o, o, n, s, t, h, p, l, k, y, b, r, z; list of spelling words on poster or whiteboard to read: moon, smooth, pool, shoot, spooky, broom, tooth, zoo; decodable text: Pig on the Loose, and assessment worksheet.
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 words with oo, like hood, and today we are going to learn about long OO that is used to make the sound /ew/. When I say /ew/ I think of a little owl cocking its head asking, “Whoo me?” [Show graphic image].
Say: Before we learn about the spelling of /ew/, we need to listen for it in some words. When I listen for /ew/ in words, I hear the double oo say /ew/ and my lips make a circle like an o like this. [Make vocal gesture for /ew/.] I’ll show you first: food. I heard double oo say ew and felt my lips make a little o [make a circle motion around pursed lips]. There is a long OO in food. Now I’m going to see if it’s in route. Hmm, I didn’t hear oo say ew and my lips didn’t make that round o. Now you try. If you hear /ew/ ask, “Whoo, me?” If you don’t hear /ew/ say, “That’s not me.” Is it in take, noon, pen, rain, look, take, zoom? [Have children make a circle motion around their pursed lips when they feel /ew/.]
Say: Now let’s look at the spelling of /ew/ that we’ll learn today. One way to spell /ew/ is with the letters oo in the middle of the word. [Write oo on the board.] What if I want to spell the word cool? “When I got out of the bath, I was cool.” Cool means to feel cold in this sentence. To spell cool in letterboxes, first I need to know how many phonemes I have in the word so I Stretch it out and count: /c/ /ew/ /l/. I need 3 boxes. I hear /ew/ just before the /l/ so I’m going to put oo in the second letter box. The word starts with /c/, I need an c. [Point to letters in boxes when stretching out the word: /c//ew//l/]
Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for boo. The word boo is said by ghosts, “The ghost said boo and it scared me.” What should go in the first box? [Respond to children’s answers]. What goes in the second box? I’ll check your spelling while I walk around the room. [Observe progress.] You’ll need three letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for /ew/. Here’s the word: root, The tree has a root sticking out; root. [Allow children to spell words.] Time to check your work. Watch how I spell it in my letterboxes on the board: r-o-o-t and see if you’ve spelled it the same way. Try another with three boxes: zoom; The car can zoom. [Have volunteer spell it in the letterbox on the front board for children to check their word.] Next word. Listen to see if this word has /ew/ in it before you spell it: cat; the cat scratched me. Did you need double o? Why not? Right, because we don’t hear oo say /ew/. We spell it with our short vowel a. [volunteer spells it on the front board.] Now let’s try 4 phonemes: scoop; I scoop the ice-cream out of the carton. One more then we’re done with spelling, and this time you need five boxes: spoons; I bought some spoons. Remember to stretch it out to get this tough word.
Say: Now I am going to let you read the words you’ve spelled, but first I’ll show you how I would read a tough word. [Display poster with spoons on the top and model reading the word.] First I see there’s a double oo in the middle; that’s my signal that the vowel will say /ew/. 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.] /s//p/=/sp/. Now I’m going to blend that with /ew/=/spew/. Now I need is /n/= /spoon/. Now all I need is the end, /s/ = /spewns/. Spoons; 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.]
Say: You’ve done a great job and reading words with our new spelling for /ew/: oo. Now we are going to read a book called Pig on the Loose. This book is about Tim and Jan. The kid’s parents are going on a trip. Their Aunt Sue is coming to stay with them and they want to play a trick on her. They think they might use their pet pig. What do you think is going to happen? Let’s pair up and take turns reading Pig on the Loose to find out what the prank is and what happens to the pig. [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual pared reading, the class rereads Pig on the Loose aloud together, and stops between page turns to discuss the plot.]
Say: That was a fun story. What was the prank the kids wanted to play? What happened to the pig? That’s right, the pig got loose and the kids tried to find him. Who ended up finding slim? That’s right, their dad. Before we finish up with our lesson about one way to spell /ew/= oo, I want to see how you can solve a reading problem. On this worksheet, we have some words missing. Your job is to look at the words given and fill in the blank of the sentences with the words. You also need to look for the words given in the word search. [Collect worksheets to evaluate individual child progress.