Zoom Around the Room

Objective

Read and write words that end in –oom.

Lesson Plan

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Target Words:

  • zoom
  • room
  • broom
  • boom
  • bloom
  • gloom
  • doom
  • vroom

Materials:

  • Toy cars or trucks
  • Paper, pencils, and crayons/markers
  • Zoom and Boom target text (see below)
  • Put Blooms in Rooms target text (see below)
  • Pictures of blooming flowers (see graphics below)
  • Broom or picture of a broom (see graphic below)
  • Picture of a car (see graphic below)
  • Word blending cards (see below)
  • Ducks Go Vroom by Jane Kohuth (optional)

State and model the objective

Tell the children that they will make flowers bloom, zoom on a broom, and zoom cars that go vroom. Point out that bloom, zoom, broom, and vroom all end in –oom. List some words on the board that end in –oom: zoom, vroom, room, broom, boom, bloom, gloom, doom.

 

Practice the skill within an activity

  • Pick blooms and place them in rooms
    • Explain that when flowers first open up they bloom. Have the children pretend to go outside and become flowers that bloom (buds that open up). Then pretend to pick a flower bloom (see graphics) on the ground.
    • Pretend to come back into the class room.
    • Make a map of the school with some rooms (classroom, restroom or bathroom, store room, lunch room, wash room). Place a small graphic of a bloom in each room on the map.
    • Pretend that corners of the class room are different rooms (bathroom, class room, lunch room, store room, wash room). Move from room to room and place a bloom in each room.
  • Design rooms
    • Make a list of different kinds of rooms in a house (i.e. bedroom, bathroom, back room, store room, play room, living room, dining room).
    • Let the children map out the rooms by making squares on a piece of paper and labeling the rooms.
  • Go places on a broom or in a car that goes vroom (or zoom)
    • Tell the children they need to make room in this room to zoom on brooms and in cars.
    • Pretend to be witches or wizards and ride on a broom (see graphic below) and zoom around the room.
    • Pretend to drive a car and zoom around the room. Tell them to make sure they have enough leg room in their car and to make the vroom sound while they zoom around the room.
    • Pick a spot in the room to race toy cars. Let the cars zoom, vroom, and go boom (crash). Tell the children that if the cars go boom, it might feel like gloom and doom. It might be gloom and doom for the cars since they will be damaged and may even be destroyed.
    • Make up –oom racing and crashing sounds (e.g. sha-boom, ka-boom, vroom, etc.) as the cars zoom around the room and crash.
    • Let the children make or color paper cars (see graphics below). Have them give the cars names that end in –oom and label the cars (i.e. make a dark car and call it gloom or doom, make a fast car and call it zoom or vroom, etc.). Race the cars by sliding them across a table.

 

Apply the skill

  • Identify, blend, and manipulate sounds
    • With word blending cards (see below), have the children make new words by changing the consonants:
      • bloom --> broom, vroom --> gloom, zoom --> boom, room --> doom
      • room --> roof, boom --> boot, loom --> loop
  • Read target words/patterns introduced in texts (see below)
    • Read the target text Zoom and Boom together as a class/group.
    • Read the text again fading support.
    • Have the children underline the words that end in –oom.
    • Repeat with the target text Put Blooms in Rooms.
    • Read Ducks Go Vroom by Jane Kohuth, emphasizing the words that end in –oom (optional)
  • Write about the activity using target words/patterns
    • Give each child a paper and pencil and have them write words from dictation: zoom, vroom, room, broom, boom, bloom, gloom, doom.
    • Give each child a whiteboard and marker and have them write words from dictation, changing one letter each time to make a new word:
      • bloom, boom, zoom, room, broom, vroom, groom, gloom, loom, room, roof
    • Have the children fill in incomplete sentences by picking from options presented verbally or in writing:
      • “A race car can…” (zoom, vroom, boom)
      • “I like to pretend to…” (bloom like a flower, zoom on a broom, go zoom in a car)

SEEL Target Texts

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Put Blooms in Rooms

Make a map of different rooms.
Draw a bed room, bath room, wash room, lunch room, and classroom.
Put flower blooms in all the rooms
Put a bloom in the bed room, bath room, wash room, lunch room, and class room.
Now all the rooms have blooms!

Zoom and Boom

Make room for a race in the class room.
Give the cars names that end in –oom.
Name the cars zoom, vroom, gloom, and boom.
Race the cars around the room.
Vroom! The cars go zoom around the room.
Uh oh! Boom!
Ka-boom! Two cars crash.
It feels like gloom and doom for those two cars.
They cannot zoom around the room anymore!

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/