​Procedure:

1. Say “Good morning, friends. We are going to start with our tongue tickler” (background knowledge of what a tongue tickler is needed). “Tell me which sound hear most in our tongue tickler today. Oodles of oolong oozed from the oomiak. Which sound did you hear the most. /U/. Correct.”

2. Say “Today, we are going to learn about the digraph oo which means /U/. /U/ is very common in a lot of places. When you eat or drink something what do you say sometimes? Class may answer /oo/. If the class is unsure, tell them that we say /oo/ to express that we do not like that.

3. Say: “Now I will teach you how to say it. Ready? Now watch and listen to what I do because you are going to copy me. When we say /U/ our lips are going to look like a small O. Then we just make air come forward to make the /U/ sound “(wait for understanding of pronunciation before moving on).

4. Hold up the flashcard that has oo on it. “Now we are going to do I say you say.” (when you do the I say part, touch your hand to your chin to let them know it is your part) oo means /U/ (they will repeat oo means /U/).

5. Touch your chin again to signify that it is I say, you say. They will soon catch on that touching your chin means that you are going to say it and they will repeat it back. “I am going to say some words and you will repeat it back. If you can hear the /U/ sound in the word, then give me a thumbs up. If you do not hear the /U/ sound in the word, then give me a thumbs down. First word: Flower. (they will repeat it) give me a thumbs up or down. Thumbs down is correct.” “loot (they will repeat it) Thumbs up. moon, thumbs up. Space, thumbs down. Alright y’all are doing good. Last word: smooth, thumbs up.”

6. “In this activity we are going to practice segmenting the words which is when we break them up. Listen to the sounds in the words so we can break them up. First word is book. We are going to segment this word into the different sounds we hear and we are going to tap our fingers to the different sounds we hear. /b/ /U/ /k/. Now do you hear /oo/ at the beginning, the middle, or the end of the word? The middle, yes. Now it is your turn to do some words.” Have them repeat the previous steps with about 3 more words (igloo, ooze, floor).

7. Take your flashcards with oo words and have the students read the words. Have two sentences ready for them to read as well. The book is not mine. I lost my tooth.  Teacher can have highlighter cards and students will turn and talk with each other to decide which word the teacher should highlight the word with /U/. Teacher will listen to the class answers and decide that book and tooth are the words with /U/ and need to be highlighted.

8. “Now we can start reading our book. Today, our book is “Goo, Goo” by Teddy Slater. There is a baby who does a lot of things during the day. What kind of toys do you think he plays with? What do you think he does all day? Let’s read and find out. If you hear the /U/ sound while we are reading the book, I want you to touch your ear, so I know you are listening for it. “

9. “Okay friends, we are going to do a little station work now with activities with the /U/ sound. At the reading station, you will be reading words with /U/ and words without the /U/ sound, and you will sort them into their correct spots (word sort). We are also going to do “write the room”. I have taped words around the room that you will need to walk around, without disturbing your classmates, to find.” Teacher can have 6-10 words and ask them to find around 5. “I want you to find 5 words and write them down, and if there is enough time when you finish that, then I want you to pick your favorite word out of the 5 you wrote and draw a picture to go with it. At the listening center, you will listen to “Goo, Goo” again and try to count how many times you hear the /U/ sound.”

10. Say: “You are going to read “Goose on the Loose when you come to my table in a few minutes.” As student is reading teacher will do a running record.

11. “For the last activity, you are going to have a short spelling test. This is so I can see how much you have learned today. Number your paper from 1 to 7. Number 1 shoot- I shoot the basketball- shoot. Number 2 boot- I lost a black boot- boot. Number 3 igloo- I saw an igloo in the snow- igloo. Number 4 smooth- my table is smooth- smooth. Number 5 soon- I will see you soon- soon. Number 6 hook- I have a fish on this hook- hook. Number 7 roof- I have a snake on my roof- roof. Alright that was the last one, so bring me your papers.”