Who Drew a Doodad?

Objective

Read and write words with different long u spellings: –o, –oo, ew, and –ue; recognize the spellings as having the same pronunciation.

Lesson Plan

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Target Words:

  • doodad
  • goo
  • moo
  • screw
  • drew
  • slew
  • clue
  • blue
  • who
  • two

Materials:

  • Doodads (odd items like parts of packing materials or other objects, broken toys, etc.)
  • Who drew… signs (see below)
  • Doodad target text (see text below)
  • Letter cards (see below)

State and model the objective

Tell the children that they will draw screws and blue goo. Tell them that they will also read and write words with long u spellings: –o (e.g., who, do), –oo (e.g., goo, moo), ew (e.g., screw, drew), and –ue (e.g., blue, clue).

 

Practice the skill within an activity

  • Draw doodads, screws, or blue goo
    • Write who, screw, and blue goo on the board and point out that all of the words have the long u sound but they are all spelled different ways.
    • Show the children some examples of doodads (e.g., parts of toys, tools, packing materials) and explain that doodad is a word used when we don’t know the name of an object.
    • Draw some doodads and say, “Look what I drew. I drew a few doodads.”
    • Draw two screws and some blue goo (just a blob) and announce, “Look what I drew! I drew two screws. I drew some blue goo!”
    • Read the signs (see below) with the children and let them choose to draw two doodads, two screws, or some blue goo.
    • Have the children label their drawing two doodads, two screws, or blue goo and place their drawing by the corresponding sign.
  • Guess words that end in –o, –oo, –ew, or –ue from clues
    • Give clues to have the children write words that end in –o, –oo, -ew, and –ue.
      • How many eyes do we have? (two)
      • What is the sound a cow makes? (moo)
      • What color is the sky? (blue)
      • What do we do with our food when we eat it? (chew)

 

Apply the skill

  • Identify, blend and manipulate sounds
    • With letter cards (see below), have the children make new words by changing the beginning consonants: true --> blue, clue --> glue, too --> boo, zoo --> goo, blew --> grew, drew --> stew, do --> to, who --> do
    • Have the children identify the long u spelling pattern for each set of words.
  • Read target words/patterns introduced in the activity (see texts below)
    • Read the target text Doodads together with the children.
    • Have the children write words from the text with long u spellings –o, –oo, -ew, and –ue on sticky notes or small pieces of paper.
    • Help the children sort the papers according to spelling pattern.
    • Read the text again fading support.
  • Write about the activity using target words/patterns
    • Make a word wall of words from the activities with long u spellings: –o (e.g., who, two, do), –oo (e.g., goo, moo, doodad), -ew (e.g., screw, drew, chew, slew, new), and –ue (e.g., blue, clue).
    • Have the children write about what they drew using words from the word wall.

SEEL Target Texts

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Doodad

What is a doodad?
Doodad is a silly name.
A doodad is a thing.
A doodad is a thing without a name.
Who knew? Did you have a clue?
Let’s make a slew of doodads.
Anyone have a new doodad?

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/