One More Chore

Objective

Read and write words with the r-controlled long o spellings -oor and -ore (e.g. floor, store).

Lesson Plan

See More

Target Words:

  • chore
  • bore
  • more
  • floor
  • door
  • shore
  • store

 

Materials:

  • Box or bucket
  • Dust cloth or paper towels
  • Broom
  • Mop
  • A list of things to get at the store (see below)
  • Word cards (see below)
  • Sentence strips (see below)
  • I Want to Do a Chore! reader’s theater (see below)
  • A List of Chores target text (see below)
  • Are Chores a Bore? target texts (see below)
  • Book: Chores, Chores, Chores! by Salina Yoon (optional)

Overview
The children will read and write words spelled with -oor and -ore, such as door, floor, chore, more, explore, and store.

Practice the skill within an activity
Clean up words and sentences from the floor

  • Read the book, Chores, Chores, Chores! by Salina Yoon to the children (optional).
  • Read the word cards (see below) together with the children.
  • Explain that words with -oor and -ore spellings are pronounced the same even though they are spelled differently.
  • Lay the word cards on the floor and tell the children that today’s chore is to clean the floor.
  • Have the children pick up the word cards one at a time and read the word on each card.
  • Tape the sentence strips (see below) to a door.
  • Invite the children to take turns dusting the door with a dust cloth or paper towel until a sentence strip falls off.
  • Have each child pick up and read aloud the strip they dusted off the door.

Comment on items needed to do chores

  • Show the children the dust cloth, the broom or mop, and the list of things to get at the store in the box or bucket and discuss them as follows:
    • A cloth to wipe a door: wipe a door—that’s a chore, to wipe the door.
    • A broom (or mop) to clean the floor: clean the floor—that’s a chore, to clean the floor.
    • A list of things to get at the store: go to the store—that’s a chore, to go to the store.

Act out a reader's theater

  • Act out the reader's theater I Want to Do a Chore (see below) with the children as they pretend to do each chore.

Apply the skill
Read target words in texts

  • Engage the children in reading the target text A List of Chores (see below). 
  • List words from the text that are spelled with -ore and -oor.
  • Read the text again, fading support.
  • Repeat with the target text Are Chores a Bore? (see below).

Write about the activity using target words and patterns

  • Let the children write words from dictation: chore, more, bore, floor, and door
  • Have the children write a sentence that uses two of the following words: chore, more, door, floor, or store.

SEEL Target Texts

See More

Are Chores a Bore?

We have some chores. 
Let's dust the door.
Let's sweep the floor.
Let's shop at the store.
 
Did we do all the chores?
Are there more chores?
 
There are no more chores!
Was it a bore to do the chores?
When lots of us help, the chores are not a bore!

A List of Chores

We have a list of chores.
    1.  Dust the door.
    2. Sweep the floor.
    3. Add one or two more chores
    4. Shop at the store.
 
Is there more?
No, there are no more chores!
What a bore!
I love to do chores!

I Want to Do a Chore!

Child:  I want to do a chore.
Adult:  You can dust the door.
Child:  Is there more?
Adult:  Yes, sweep the floor.
Child:  Is there more?
Adult:  Yes, shop at the store.
Child:  Is there more?
Adult:  No, there are no more chores!
Child:  No more chores!  What a bore!

Printouts

Standards

See More

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/