State and Model the Objective
The children will see a moose and a goose on the loose and will read and write words spelled with long oo, such as moose, goose, loose, and choose.

Literacy Activities
Let the moose loose

• Create two areas to be a pen for a moose and a pen for a goose and place the moose and goose pictures (found below) in the pens.
• Let the children write the words moose and goose and place the words in the appropriate pens. 
• Pretend that the moose gets loose and exclaim, “Oops! Did someone goof and let the moose loose?”
• Have the children read the sentence, “The moose is on the loose!”

Let the goose loose

• Accidentally let the goose loose and exclaim, “Oops! I goofed and let the goose loose!”
• Have the children read the  sentence, “The goose is on the loose!”

Have the moose chase the goose

• Have the moose chase the goose and then have the goose chase the moose.
• Comment on how the moose and goose zoom around the room.
• Let the children choose whether to let the moose or the goose stay loose.
• Have the children vote by writing, “I choose to let the moose be loose.” or “I choose to let the goose be loose.” 
• Have the children shoo the other animal back into the pen (i.e., “Shoo, moose! You can’t stay loose!” or “Shoo, goose! You can’t stay loose!”).

More Practice
Identify, blend, and manipulate sounds

• With word-building cards (found below), have the children make new words by changing either the beginning or ending consonant(s):
  • Change the beginning consonant(s): moose→ goose→ loose; zoom→ room; shoo→ zoo; oops→ loops.
  • Change the ending consonant(s): goose→ goop→ goof→ poof; loose→ loom→ loop; moose→ moon→ mood.
• Have the children write words from dictation (e.g., moose, choose, goose, loose, loop, goop, goof, zoom, room, snooze, proof, poof, shoo, oops, zoo).

Read the target words and patterns introduced in the activity

• Read the Moose and Goose on the Loose target text (found below) as a group.
• Read the text again, fading support.
• Have the children underline the words spelled with -oo.
• Repeat by reading the Let the Moose and Goose Stay Loose and What Would You Do with A Moose and a Goose on the Loose? target texts (both found below).

Write about the activity   

• Engage the children in an interactive writing about the moose and goose getting loose.
• To guide the writing process, provide sentence completion or questions prompts such as the examples below:
  • A moose and a ____ (goose) got ____ (loose) in the ____ (room or zoo).
  • We saw the ____ (moose) chase the ____ (goose).
  • And we saw the ____ (goose) chase the ____ (moose).
  • The ____ (moose) was on the ____ (loose).
  • And the ____ (goose) was on the ____ (loose).
  • We had to ____ (choose) to let the ____ (moose) or the ____ (goose) stay ____ (loose).
  • We told the ____ (goose) to ____ (shoo).
  • We had to ____ (shoo) the ____ (moose) back in the pen.
  • We did not want a ____ (moose) and a ____ (goose) ____ (loose) in the ____ (room or zoo).
  • We do not want the ____ (moose) and the ____ (goose) to get ____ (loose) again!