Shoo, You, Shoo

Shoo, You, Shoo
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Target text

Objective

Read and write words with the long u spelled with 
-oo and -ew

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Lesson Plan

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Target Words:

  • boo
  • moo
  • coo
  • too
  • mew
  • shoo
  • flew

Materials:

  • Word-building cards*
  • Sentence strips*
  • Pictures of an owl, ghost, cat, and witch*
  • Word signs*
  • A Cow Goes Moo target text*
  • Shoo, Spooks! target text*
  • Who Says Boo? target text*

*Items included below.

 

State and Model the Objective
The children will make the sounds of cows, ghosts, and doves as they read and write words with -oo and -ew, such as moo, boo, mew, and flew.

Literacy Activities
Make -oo sounds

  • Read the following text with the children and ask them to produce the -oo sounds.

A ghost says boo. Can you say boo too? Boo!

A cow says moo. Can you moo too? Moo!

A dove says coo. Can you coo too? Coo!

A cat says mew. Can you mew too? Mew!

I hear boo, moo, coo and mew!

  • Emphasize that -oo and -ew are making the same long u sound.

Shoo away a spooky ghost

  • Read and dramatize the Shoo, Spook! target text (found below) by acting it out with the pictures of an owl, ghost, cat, and witch (found below).
  • Read the text again with the children, fading support when possible.

Guess who says boo, moo, or coo

  • Show three children a moo, boo, or coo word sign (found below).
  • Have the three children turn away from the group and take turns making their assigned sound: moo, boo, or coo.
  • Let the other children say,  “I hear boo.  I hear moo. I hear coo too.”
  • Have the children guess who made which sound (i.e., who said boo, who said moo, and who said coo).
  • Let the children tell the ghost, cow, and dove to "shoo."

More Practice
Identify, blend, and manipulate sounds

  • With word-building cards (found below), have the children make new words by changing the beginning or ending consonant(s):
    • Change the beginning consonant(s): boomoo; cootoo; chooshoo; hooploop; loomroom; boomzoom
    • Change the ending consonant: booboom; coocoop; moomoon

Read target words introduced in the activity

  • Read the Who Says Boo? target text (found below) together as a group.
  • Read the text again, fading support.
  • Have the children underline the -oo words.
  • Repeat with the A Cow Goes Moo, and Shoo Spooks! target texts (both found below).

Write about the activity using target words and patterns

  • Have the children write words from dictation (e.g., moo, boo, coo, too, shoo).    
  • Hand out the sentence frames (found below) and let the children fill in target words or phrases. 
    • A ghost says ____, and I can say _____ ______ (boo too).
    • A dove says ____, and I can say ______ _____ (coo too).
    • A train goes ____ ____, and I can say ____ ____ ____(choo choo too).
    • A cow says ______, and I can say _____ ____ (moo too).
    • A cat says _______, and I can say ______ ______ (mew too).

SEEL Target Texts

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Who Says Boo?

A ghost says, boo.
Can you say boo too?
A cow says, moo.
Can you say moo too?
A dove says, coo.
Can you say coo too?

Shoo, Spooks!

I went out on a spooky walk.
A cat said MEW.
An owl flew by and said HOO.
A witch flew by on a broom. WHOOSH!
A ghost flew by and said BOO.
 
It was too spooky.
But I knew what to do.
“SHOO!” I said, “SHOO!”
They all went away with a WHOOSH and a POOF

A Cow Goes Moo

A cow goes moo.
An owl goes hoo hoo.
A dove goes coo.
A magician says poof.
A choo choo train goes choo choo.
A ghost goes boo.
 
When a fly goes by, we say shoo.  
Shoo, fly, shoo!”
When we touch something gooey we say ooey gooey.
When we slide fast we say whoosh.

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/