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Skill: Decoding the digraph oo

Estimated Lesson Time: 30 minutes

Teacher Preparation:Duplicate page 5 for each student.

Materials:1 copy of page 5 per student

Poppin’ Good SoundsGet your class poppin’ with a tasty decoding review.

Digraph oo as in foodbloomboomboostfoolhootmoonnoonpoolroom

Decoding the digraph oo

Digraph oo as in goodbookbrookcookcookiescrookfoothoodhoof

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WORD SKILLS

Teacher Reference:

schoolscoopshootsmoothspoonstooltootoolzoo

hooklooknookshookstoodtookwoodwool

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Introducing The Lesson:Tell students to become detectives as they examine a list of words. On the board, write the following list: “school, foot, loop, hood, moon, book.” Ask students if they notice something the words have in common. Verify that each word contains the di-graph oo. Now challenge students to find a way to sort the list into two groups. After several sorting suggestions, confirm that one way to sort the list is to divide the words into the short sound of oo (as in foot) or the long sound of oo (as in school).

Steps: 1. Ask students to brainstorm other words to add to the two categories. If desired, keep the list on the board for students’ reference as they complete the reproducible activity.

2. Distribute a copy of page 5 to each student.

3. Provide time for students to complete the reproducible.

4. Challenge students to complete the Bonus Box activity.PatternsUse with the activities on page 6.

©1997 The Education Center, Inc. ©1997 The Education Center, Inc.

Decoding the digraph oo

WORD SKILLS

©1997 The Education Center, Inc. • Lifesaver Lessons™ • Grade 2 • TEC493

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1. Popcorn is a good food for snacking.

2. You can cook popcorn in the microwave.

3. Some people choose to add butter to it.

4. Scoop a handful of this tasty snack.

5. Look at each piece carefully.

6. Can you find a piece shaped like a balloon?

7. There’s one shaped like a flower, too.

8. I took some popcorn to the park.

9. I put some at the foot of a tree.

10. I stood still as a squirrel found the popcorn.

11. I will make more popcorn soon.

©1997 The Education Center, Inc. • Lifesaver Lessons™ • Grade 2 • TEC493 • Key p. 95

Bonus Box: Do you like popcorn? On the back of this page, tell why or why not.

Name Digraph: oo

Poppin’ Good SoundsRead each sentence.Write the words in dark letters on the correct popcorn popper.The first one is done for you.

1. good 2. 3. 4. 5. 6.

1. food 2. 3. 4. 5. 6.

oo as in

good

oo as in

food

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How To Extend The Lesson:• Use the popcorn art on page 4 to duplicate two pieces of pop-

corn for each student. Instruct the student to write a word con-taining one of the oo sounds on each pattern. Display the com-pleted patterns on a bulletin board for a delicious vocabulary display.

• Supply each student with an index card (or a copy of the pop-corn pattern on page 4) and several kernels of unpopped corn. Instruct the student to copy a list of oo words from the board onto his card, gluing a kernel of popcorn in place of each letter o.

• Help students learn more about this tasty treat by reading aloud The Popcorn Book by Tomie dePaola (Scholastic Inc., 1978). Then pop up a batch for students to enjoy as you review facts from the book.

• Lead your class in a corny cooking activity using the recipe below.

Decoding the digraph oo

You’ll need:1/4 cup butter or margarine1/4 cup honey1/2 cup smooth peanut butter10 cups popped cornmeasuring cups

Put the butter in the pan and set it on the hot plate. Let the butter melt; then add the honey and peanut butter. Heat and mix the ingredients until creamy. Put the popped corn in a mixing bowl and pour the pea-nut-butter mixture over the corn; then toss to coat. Put the peanut but-ter-honey popcorn in the refrigerator for 20 to 30 minutes. Gently use a spoon to separate the popcorn. Eat and enjoy!

panhot platespoonlarge bowlaccess to a refrigerator

WORD SKILLS

Peanut Butter-Honey Popcorn(serves 15–20)

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Skill: Determining vowel combinations

Estimated Lesson Time: 30 minutes

Teacher Preparation:Duplicate page 9 for each student.

Materials:1 copy of page 9 per student

Caterpillar CravingsLet students wiggle their way to success as they classify long-vowel combinations.

Determining vowel combinations

aiaimchainfailjailpaidpaintmailrainsnailtrain

ayclaygraylaymayplaystaytray

ea (long a sound)

breaksteakgreat

ea (long e sound)

dealeasyflealeakmeanpeaksquealteachteapea

eefreegreen

needqueenseedsheetsneezesweetthreetreeweek

ei (long a sound)

eightfreightneighreinsleighvein

ighbrightfight

highlightmightnightrightsighsighttight

oaboatcoatfloatloadroadroamsoaktoad

owblow

crowflowmowrowslowthrow

uy (long i sound)

buyguy

y (long i sound)

bycryflymyspytrywhy

Teacher Reference:Vowel Combinations

WORD SKILLS

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Introducing The Lesson:Tell students that they will be visited by some very particular cat-erpillars. Each caterpillar craves only the things that contain the long-vowel sound that is found in its name. Draw a simple sketch of four different caterpillars on the board and label them “Jane,” “Steve,” “Ida,” and “Joe.” Ask the class to brainstorm for things each caterpillar might like. Remind students to choose foods, objects, or games that have the same vowel sound as the cater-pillar’s name. As students respond, write their suggestions under the corresponding caterpillar.

Steps: 1. Discuss with the class the different spellings for each vowel sound on the list.

2. Distribute a copy of page 9 to each student.

3. Allow time for each student to complete the reproducible activity.

4. Challenge students to complete the Bonus Box activity.

Determining vowel combinations

WORD SKILLS

JanegrapesplanestrainsSpaincakesteak

Stevepeasteabeesleavesmeattrees

Idafriesicespicepienightrice

JoerosesbowsboatssnowtoadsOhio