Moose and Goose on the Loose

Objective

Read and write words that contain the diphthong –oo.

Lesson Plan

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Target Words:

  • moose
  • goose
  • loose
  • choose

Materials:

  • Marked off area in room to be a pen, fenced field or zoo area
  • Multiple pictures of a moose and a goose (see below)
  • Moose and Goose on the Loose target text (see below)
  • Let the Moose and Goose Stay Loose target text (see below)
  • What Would You Do with A Moose and a Goose on the Loose? target text (see below)
  • Word blending cards (see below)

State and model the objective

Tell the children they will play with a moose and a goose on the loose while they read and write words spelled with –oo. Make a list of words with –oose on the board: moose, goose, loose. Explain that the word choose has an s but is pronounced with a final z sound. Make a list of other words spelled with –oo: snooze, zoom, poof, room, shoo, oops, zoo.

 

Practice the skill within an activity

  • Animals loose in the zoo
    • Section off two areas of the room to be pens/cages in a zoo.
    • Give the children pictures of a moose and a goose (see graphics) and let them write moose and goose under the pictures.
    • Put the moose in one pen and the geese in the other pen. Explain that the plural of goose is geese and the plural of moose is moose.
    • Have a child let a moose get loose. Explain that when an animal is loose, that it means it got away or that the animal got out.
    • Exclaim: “Oops! Did someone goof and let the moose loose?”
    • Have a different child let a goose get loose.
    • Have the children let several moose and another goose get loose.
  • Have the moose chase a goose
    • Have a goose chase a moose
    • Comment on how the moose and goose zoom around the room.
    • Choose to let a moose stay loose or let a goose stay loose.
    • Ask the children, “If you could choose, would you choose to have a moose be loose or a goose be loose?”
    • Have the children vote by writing, “I would choose to let a moose be loose.” or “I would choose to let a goose be loose.” Collect and count the votes.
    • Have the children shoo the other animal back into the pen (e.g. “Shoo moose! You can’t stay loose!”).

 

 

Apply the skill

  • Identify, blend, and manipulate sounds
    • With word blending cards (see below), have the children make new words by changing the vowel or either of the consonants:
      • moose --> vamoose; goose --> loose; zoom --> room
      • goose --> goop --> goof; loose --> loom --> loop; moose --> moon --> mood
      • shoo --> zoo; oops --> loops
  • Read target words/patterns introduced in the activity (see texts below)
    • Read the target text Moose and Goose on the Loose as a class/group.
    • Read the text again fading support.
    • Have the children underline the words spelled with –oo.
    • Repeat activity with target texts Let the Moose and Goose Stay Loose and What Would You Do with A Moose and a Goose on the Loose? (see below)
  • Write about the activity using target words/patterns
    • Give each child a paper and pencil and have them write words from dictation: moose, choose, goose, loose, loop, goop, goof, zoom, room.
    • Engage the children in interactive writing about their experience. Review target words and phrases from the activities then present sentence frame, sentence completion, gestural, or question prompts incorporating target words and phrases. Provide verbal or written options if needed.
    • Example of an interactive text:
      • A _____ (moose) and a _____ (goose) got _____ (loose) in our classroom.
      • We saw the _____ (loose) _____ (moose) chase the _____ (loose) _____ (goose).
      • We had to _____ (choose) to let the _____ (moose) stay _____ (loose) or to let the _____ (goose) stay _____ (loose).
      • We told the _____ (goose) to _____ (vamoose).
      • We had to _____ (shoo) the _____ (moose) back into the pen at the _____ (zoo).
      • We do not want a _____ (moose) or a _____ (goose) to get _____ (loose) again!
      • Examples of sentence completion prompts:
      • I can let a _____ (goose get loose, moose get loose).
      • When a _____ (moose, goose) gets too close, I tell it to _____ (vamoose).
      • The loose _____ (goose, moose) is chasing the loose _____ (goose, moose).
      • I would let the _______ (moose, goose) stay _____ (loose).

 

SEEL Target Texts

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Moose and Goose on the Loose

It’s not easy having a moose on the loose.
There’s no room to have a moose loose.
And the moose just zooms around.
Oh no! Now a goose is loose.
Did someone goof and let the goose loose?
Oh no! The goose is chasing the moose.
Oops! And now the moose is chasing the goose.
It’s not fun having a moose and a goose run loose.

Let the Moose and Goose Stay Loose

A moose and a goose got loose.
We tried getting the loose moose and loose goose back in their pens.
But it was no use.
We had to let the moose and the goose stay loose.
But we told the moose and the goose to vamoose.

What Would You Do with A Moose and a Goose on the Loose?

A moose and a goose got loose.
What would you choose to do?
Could you make the moose go poof?
I’d let the moose and goose stay loose.
I’d just take a snooze while the moose and goose ran loose.

Printouts

Standards

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1. CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.
2. CCSS.ELA-LITERACY.RF.1.3.C: Know final -e and common vowel team conventions for representing long vowel sounds.

http://education.byu.edu/seel/library/