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Beginning Reading Lesson

Boo! Says the Monster

Katie Carter

A Beginning Reading Lesson

Rationale: This lesson focuses on teaching children to identify that oo=/OO/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations, so in this lesson, the students will learn how to recognize, spell, and read different words with the spelling oo. To help them remember oo=/OO/, they will learn a meaningful representation (monster saying “Boo!”), along with spelling and reading words with oo in a Letterbox lesson, and reading a decodable book that focus on the correspondence oo=/OO/. 


-Image of a monster saying “Boo!”

-Whiteboard, markers, and magnetic letters to use for modeling letterbox lesson

-Large tongue tickler for students to repeat

-Elkonin letterboxes for each student

-The letters o o s p n f d z b r m l w  for each student

-Cover-up critter

-List of spelling words with oo for students to read [zoo, low, food, roof, broom, spoon]

-Decodable text: Yoo Hoo Moon

-Assessment worksheet


1. Say, “Whenever we read and write, it is like we are using a secret code. Every letter we see has a certain sound that goes with it. Today we are looking at the letter o. (Hold up letter o, or write o on the board.) We know that this letter can say /o/ or /O/. Say these sounds with me! /o/ /o/ /o/, /O/ /O/ /O/. Great! Now have you ever seen two o’s together like this? (write oo on the board) Today we are going to learn what sound these two o’s make whenever we see them beside each other! Two o’s beside each other make the /OO/ sound. Let’s make this sound together /OO/ /OO/ /OO/! That kind of sounds like what a monster would say when  he is trying to scare us doesn’t it? Use your hands to make claws and make the /OO/ sound with me! Great job!”

2. Say, “Before we learn how to spell words with the /OO/ sound, let’s have some more practice saying words with this sound. (Place tongue tickler where all students can see it) Okay, I am going to read you this tongue tickler. ‘The goose is in a mood because his caboose is loose!’ Now let’s all say it together. (Say tongue tickler together again) Okay, now I want us to all say it together and stretch out the /OO/ sounds. Also, whenever we say /OO/, hold your claws like a monster! ‘The g/OO/se is in a m/OO/d because his cab/OO/se is l/OO/se!’ Great job! You all stretched out the phonemes so well! Now we are going to see if we can identify the /OO/ sound in some words before we start spelling! I am going to say some different words and if you hear the /OO/ sound, make your monster claws! (say the words-roof, low, pain, food, zoo, spoon) Great job! Now it’s time to move onto spelling!”

3. Say, “Let’s look at how we spell the sound /OO/. We spell this sound by using two o’s beside each other. For example, in the word ‘food’. ‘I am hungry, so I want some food.’ Okay, I want to know how many Elkonin boxes to use, so I need to see how many phonemes are in the word ‘food’. Let me stretch out the word. 

/f/ /OO/ /d/. So now I know that I need three letterboxes! (draw three/put three magnetized boxes on the board) Okay, now let me think about how to spell the word ‘food’— /f/ /f/, I know that sound means f, (put the letter f in the first letter box), /OO/ /OO/—I just learned that this sound means two o’s! But I have two o’s…I wonder if I put them in the same box? Well these two o’s make one sound /OO/, so I need to put them together! (put two o’s in the second letter box) , /d/ /d/—that sound means d (put the letter d in the third box). /f/ /OO/ /d/, food! I’ve just spelled the word food!”

4. Say, “Now you all are going to spell some different words with your letter boxes. We will start out with just two boxes for the word zoo. /z/ /OO/ ‘We went on a field trip to see the animals at the zoo.’ Who can tell me what letter goes in the first box? (call on students for answers) Okay, now we have one letter z. What letters need to go into the second box? (call on students again) Great! Now we have both boxes filled up. /z/ /OO/ —this spells zoo! Okay, let’s make it a little bit more tricky. This time we are going to use three boxes and I want you to spell the word by yourself. The next word is roof. /r/ /OO/ /f/. ‘I hear a reindeer on the roof!’ Take your time and remember to stretch out the phonemes as you spell! (walk around the room and observe children working) Great job with roof! Now we are going to keep using three letter boxes and spell the word glow. /g/ /l/ /O/. ‘Fireflies glow in the dark.’ Remember to stretch out those phonemes! (walk around the room and make sure that all students have the correct spelling of the review word-glow)  All right, now let’s move onto four letter boxes. The next word we are going to spell is spoon. /s/ /p/ /OO/ /n/. ‘To eat ice-cream, you need a spoon.’ (walk around room and check student’s work) Great work! 

5. Say, “Okay, now that we have spelled some words. It’s time to read them! First, I will show you how I would read a tough word. (write the word broom on the board so all of the students can see) Okay, I see two o’s beside each other, so I know there is an /OO/ sound in the middle of the word. Let me see if I can cover-up some of the letters to make it easier. (Cover-up the middle and end of the word, leaving the beginning and then model blending) /b/ /r/ = /br/ + /OO/ =/brOO Okay, now all i need is the end of the word! (uncover end of the word) /m/ = /brOOm Broom! Now, everyone read the next few words together. (write different words on board [zoo, food, roof, low, spoon, moon] and have students first read them together and then call on students individually to read).

6. Say, “You all have done a great job spelling and reading our double o words! Now we are going to read a book called Yoo Hoo Moon. In this book, there is a little bear who can’t go to sleep until she sees the moon. One night, she can’t find the moon. I wonder how she will fall asleep? Let’s read and find out!” (Pair up children and pass out one copy of each book to each pair. Have the children take turns reading pages in the book. After each student has finished reading the book, the class will come back together and reread the book.)

7. Say, “Thank you for reading the book with me! I am glad the little bear finally saw the moon! Before we finish up our lesson, we are going to practice with some more /OO/ words. I am going to give each of you a worksheet with some different words and pictures on it. I want each of you to look at the picture and then circle the word that matches it and has the /OO/ sound. After circling the correct word, then write the word in the space beneath the picture. For example, if I saw this picture (point at boot) and read the words ‘book’, ‘boot’, and ‘toob’—I would circle the word boot because it is a picture of a boot! Next I would write the word ‘boot’ in this space. (point to space) After you have matched all of the words and pictures, you may color the worksheet! (While the children are completing the worksheet, walk around and observe their work)


 Yoo Hoo Moon, Scholastic  http://www.scholastic.com/teachers/book/yoo-hoo-moon#cart/

Keith, Cassie, The Ghost says, “Boo!http://www.auburn.edu/academic/education/reading_genie/begin/keithbr.html 

Assessment worksheet: http://www.funfonix.com/worksheets/swf/book4_page28.swf 

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