Beginning Reading

“Moo!”says Ruby the Cow!

Building Reading Lesson Design

By: Rachel Paradise

Rationales: This lesson will be beneficial for beginning readers to learn the correspondence, long U says oo (oo=/U/). In order for children to become confident readers and gain their fluency, they will need to learn their missing correspondences that we commonly encounter in basic texts. Throughout this lesson, students will spell and learn to read words that contain the phoneme “oo”. For a better understanding, we will represent our new correspondence by the sound a cow makes, “moo”. We hear “oo” in “moo”, so, when we see those double o’s we think of our Cow Ruby saying “moo!”. To practice this correspondence further, we will read a decodable book, complete a guided practice of invented spelling and a worksheet.

Materials: A cartoon image of a cow exclaiming “moo!”, letterboxes on the white board, letter tiles: b, o, o, h, p, m, n, s,v, words written on whiteboard: boo, cool, hoop, moon, spoon, loov, a cover-up critter, the decodable book (“Cows can’t Quack”), paper and pencils for each student, the worksheet assessment.

Procedures:

Say: Who wants to become the best reader in the whole school? Well, first we need to learn how to pronounce words...even if they are a little tricky. So far we have learned a lot of our short vowels, remember that short u says “uhhh” like when we dont know the answer to a question and we are trying to think of it. Today we are going to learn long U. We find long U in words like tooth, soup or new. But, since we can use it a couple different ways, today we are going to focus on /U/ with double o’s. Now, to remember short u we would think of a student looking up at their speech bubble saying “uhhh”. (tape cartoon of Ruby to the board) For long U, our double o’s we can imagine a big cow named Ruby saying “moo!”

Lesson Review:

Say: Now we can practice pronouncing the word and learning to listen for it. But first, lets go over some U sounds that we already know. How about this word? (write “up” on the board). We know that this is a short /u/ so we say /u//p/. Right, now lets move on to our new long /U/.When we pronounce /U/, we use our mouth to make a perfect “o” kind of like two o’s that we are pronouncing, then we blow out of our mouth making a oooohh sound. Can we practice that together? Now, let’s try it with a few words. Do you hear /U/ in peek or poo? Do you hear /U/ in cool or sweat? Do you hear /U/ in hoop or party?

Model:

Say: Who knows how to spell moon? (call on different students for them to tell you each letter so they can spell it as a class, by reading each letter off the board. Good, now to put these letters in the letterboxes, we need to sound it out to see how many phonemes we have in the word and then that will tell us how many letterboxes we need. So let’s sound it out, m-oo-n, so three letterboxes. Let’s put the m in the first box, our “oo” in the second and n in the third. Now we can sound out, m-oo-n, moon. Let’s try it with spoon, can anyone volunteer how to spell out spoon? Good, now let’s sound it out to try and figure out how many phonemes there are and how many letterboxes we need. S-p-oo-n. So, we will need four boxes. S in the first box, p in the second box, “oo” in the third and n in the fourth. Now we can sound it out, s-p-oo-n, spoon. Great job. Now I am going to fill our letterboxes with this word. Write koot (pseudoword) on the board in three different letter boxes. Now ask if anyone in the class can spell the word. Next, ask if another student can sound out the word. Finally, ask the class if they can read this made up word.

Guided Practice:

Say: Now everyone get out your paper and pencils. I am going to write a sentence on the board using our new “oo” that we learned. (write “I am a goose” on the board). Can anyone tell me which one of these words has /U/ in it? Great. Now, with your own paper, please write a sentence with at least one word that has our new /U/ in it. You can be as creative as you want. (allow a select few of students to share what they wrote).

Booktalk:

Say: Now it’s time that we put what we learned to use! Is everyone ready to do some reading? Today we are going to read a book called, “Cows Can’t Quack” by Dave Reismen. This book is about a cow who is trying to learn what noise they make. Does anyone know what noise cows make? Moo! That’s right. As we read further, we are going to come across a few more animals that we can test our knowledge on what noises they make! We are going to split into our groups and everyone is going to read it over. Write down words that you find our “oo” in and then we will go over it together afterwards. (Once the students have completed the exercise. Ask them to call out certain words they heard with /U/ in them. Then read the book to the class, having them repeat the words with /U/ after you say them.

Assessment: Say: Alright class, now we are going to do a little worksheet to test your knowledge. This is an activity for you and you alone, if you have any questions feel free to ask me! (Pass out worksheet). On this paper, you are going to identify the picture and write out the word that describes the picture in the given letterboxes. Some of these pictures have our new “oo” and some of them don’t. So, you are only going to write out the words for the pictures that have “oo” in its name. When you are done you can set your work on my desk quietly.

Resources:

“Baaa goes the Sheep” (Mary Gayle) - https://marygayle99.wixsite.com/website/beginning-reading-design

Decodable Book - Jumping Cow Press, 2016 | ISBN 978-0980143348 | ISBN 978-0998001012 (Stubby and Stout Board Book) https://celebratepicturebooks.com/tag/beginning-reader-books-about-cows/

Worksheet - Rachel Paradise

https://docs.google.com/document/d/1HqUHXfKGMzfRtLlNhZw-H1BB4_KQqUyLAKQxQY8YFHM/edit?usp=sharing