Rationale: This lesson teaches students about the long vowel correspondence ew/oo =/U/. Students must be able to recognize, spell, and read words containing the correspondence ew/oo in order to learn how to read. They will get great practice in with this correspondence by doing a letterbox lesson in this plan. 

 

Materials: White Board

        letterboxes

                   letter tiles

                   word list poster

                   equity sticks

                   Decodable book

                   Cover up critter

                   Assessment worksheet

 

Procedures: 

 

1. Say: For us to become great readers, we need to learn the codes that help us pronounce words. You already know how to read the short vowel u words, we are now going to learn how to read words with the long vowel U. Two combination of letters that makes the /U/ doesn't even have the letter u in it. This combination is -ew  and the other is -oo (write on board). When I say /U/ it makes me think that something is smelly. What do we do when something is smelly? (grab nose and waft away smell while saying ewww). Can you all do that with me? (do gesture again). ‘

 

2. Say: Before we learn how to spell words with /U/, we should learn how to listen for the sound in words. When words have ew/oo= /U/, we hear the ew(make visual gesture). sound. When you say the /U/, your lips will make a tiny circle like you are whistling. (demonstrate this vocal gesture). I will show you: flew, did you see my mouth make a small circle and hear the ew sound? Now I am going to say some words and if you hear ew/oo=/U/ then I want you to hold your nose. Words: stew, rain, drew, hug, new, moose, bloom.

 

3.  Say: Now I am going to show you how to spell words with ew= /U/. I am going to     

     to spell the word grew in my letterboxes. I know that the word grew has three 

     phonemes in it, so I am going to make three letter boxes on the board. (draw three

     boxes on the board). Now I am going to stretch out the word /g/r/ew/. I can hear /g/ 

     so I am going to put g in the first box. I can hear /r/ next so I am going to put the r 

     in the second box. I can hear the ew ( make gesture) at the end of the word so I am 

     going to put ew in the last box together to make the /U/ sound. 

 

    

4. Say: Now we are all going to spell words using our letter boxes. For the first word we 

    need two letter boxes to spell the word new. Let’s stretch out the word together /n/ew/ 

   What should we put in the first box? the second box? (listen and respond to students   

   answers). Good, now lets try some words that need three letterboxes. (After you call 

   out each word walk around to different tables to assist and monitor students in smaller

   groups). Word list: flew, brew, crew, knew, moon, pool,food

 

5. Say: Now we are going to practice reading words with ew/oo. First I am going to show you how to read a tough word like, scoop. First I see an oo signaling it says eww (make ew gesture). Now I am going to use my cover up critter for the rest of the word 

/s/c/oo/p. The word is scoop! Now let’s read all the words together on the word list poster first. Now I am going to use the equity sticks and everyone is going to read a word on their own. Word List: flew, brew, crew, knew, moon, pool,food,hoon, fun

 

 

6. Say: Now that we know how to listen for, spell, and read  ew/oo= /U/, we are going to read a book called Snoop the Crime Dog.  A goose went missing from Loon Pond and Snoop the crime dog is on the case. Will he be able to find the missing goose? Let’s read and find out! Let’s get with our reading partners and take turns reading this book. ( walk around the room monitoring and assisting the each group.) After it is read, we reread all together as a group. Use your coverup critter if you get stuck on a word. 

 

7. Say: That was a good story wasn't it? Did Snoop find the goose?  Now I have a worksheet that you are going to do to finish up our lesson. You are going to first sort words into columns based on the letter combination of ew/oo=/U/, fill in the blanks in sentences with the words using ew/oo=/U/ in the word box,then you will use words with the /U/ sound to make three sentences on your own. 

 

Resources: 

Lesson plan:

http://www.auburn.edu/academic/education/reading_genie/awakenings/bonnercbr.htm

 

Decodable Book:

https://www.readinga-z.com/book/decodable.php?id=59

 

Worksheet:

https://www.teacherspayteachers.com/Product/Long-U-oo-ou-and-ew-Journeys-Unit-5-Week-24-2426477