Module 33: Long u (oo)- Language Arts 1 - Course Guide

Module Overview:

In this module, students will learn to read and spell long u words with oo by blending sounds, finding rhymes, and sorting words. They will strengthen fluency by reading and showing comprehension of sentences with the long u sound. In writing, students will create their own poem—starting with a rough draft, revising and editing, and finishing with a published version that includes a digital picture. They will also practice reciting their poem with expression. Along the way, students will explore fiction, nonfiction, and poetry, retell stories, and use adjectives correctly to make their writing stronger.

Module Materials:

Lesson # Lesson Title Material(s)
1 33.1 Long u (oo) Spelling Notebook
Handwriting Notebook
Journal Notebook
scissors
glue
crayons or colored pencils (assorted colors)
Book: Put Me in the Zoo By: Robert Lopshire (optional)
2 33.2 Long u (oo) Spelling Notebook
Journal Notebook
blue crayon or pencil
magnetic letters
cookie sheet
3 33.3 Long u (oo) Spelling Notebook
Journal Notebook
modeling clay
highlighter (assorted colors)
4 33.4 Long u (oo) Journal Notebook
white crayon
markers (assorted colors)
5 33.5 Long u (oo) Journal Notebook;

Module Objectives:

Lesson # Lesson Title Objective(s)
1 33.1 Long u (oo)
  1. Construct /long u/ words spelled with oo by blending 3 or 4 phonemes.
  2. Identify the /long u/ in words with oo and tell the sound.
  3. Tell the difference between fiction and nonfiction texts.
  4. Identify features of poetry.
2 33.2 Long u (oo)
  1. Name the middle phoneme or vowel sound in /long u/ words.
  2. Recognize and read words containing /long u/.
  3. Categorize words by sorting them.
  4. Construct a rough draft of a poem.
  5. Use adjectives with the correct level of intensity.
3 33.3 Long u (oo)
  1. Modify a word by adding a sound to the end of the word, making a new word.
  2. Retell a story by writing or drawing the characters, setting, and order of events.
  3. Revise and edit the rough draft of a poem.
4 33.4 Long u (oo)
  1. Modify a word by substituting a sound at the end of the word, making a new word.
  2. Recognize, decode, and read long oo words with accuracy and fluency.
  3. Identify adjectives in a sentence.
  4. Create a published poem and include a digital picture.
5 33.5 Long u (oo)
  1. Identify rhyming words with the /long u/ sound.
  2. Read and show comprehension of simple sentences containing /long u/ words.
  3. Recite a poem fluently and with expression.

Module Key Words:

Key Words Words of the Week Spelling Words Vocabulary Words
phoneme: /long oo/
grapheme oo
poem
fiction
nonfiction
phoneme /long u/
edit
categorize
graphemeoo
digraphs
blends
decoding
rhyme
simple sentence
comprehension
 going
once
when
cut
another
 noon
food
moon
goose
tooth
room
today
cord
curl
fight
 modern
narrow
denied
precious
drenched

Module Assignments:

Lesson # Lesson Title Page # Assignment Title

Learning Coach Notes:

Lesson # Lesson Title Notes
1 33.1 Long u (oo) In this module, students will learn that the oo team can create the /long oo/ sound. They were introduced to the concept during their study of the short oo spelling. Use the first activity to see if your learner needs reinforcement with distinguishing between the sounds.
2 33.2 Long u (oo) Students will begin decoding words with the long oo. Ensure that your learner can distinguish between long oo and short oo words. During the activity with the cookie sheet, encourage your learner to extend their word building beyond what is required for the lesson. Let them build words with more letter choices and encourage them to explore spellings with blends and digraphs.
3 33.3 Long u (oo) In this lesson, students will continue to identify and decode /long u/ words spelled with oo. During the phonics portion, encourage your learner to read the words until they can read them automatically and fluently. You can also ask your learner to point out the words with the oo pattern in their reading. If your learner needs a challenge, ask them to write silly sentences using as many /long u/ words spelled with oo as they can think of.
4 33.4 Long u (oo) In this lesson, students will manipulate sounds in words with the /long u/ spelled oo. Reinforce finding the vowel team first before your learner attempts to decode words. Pay attention to your learner’s performance on the first activity because identifying the phoneme change in the word is necessary to move on to phoneme manipulation. If your learner needs a challenge, the cut-and-paste activity can be used as a springboard to build longer words.
5 33.5 Long u (oo) When reading simple sentences with decodable words, encourage your learner to read the sentence multiple times until they become fluent. You can break the sentence into phrases for them to make the task more manageable as needed. This practice will build their confidence. Let your learner know that they might be choppy and struggle during the first reading, but they will get better on the second and third reading.

Module Guiding Questions:

When a student starts a lesson ask them questions to check for prior knowledge and understanding and to review concepts being taught. At the end of the lesson ask the questions again to see if their answer changes.

Lesson Title Question
33.1 Long u (oo)
  1. What sound does the long oo make?
33.2 Long u (oo)
  1. What do you include when you write a poem?
33.3 Long u (oo)
  1. How do you categorize words?
33.4 Long u (oo)
  1. What are adjectives?
33.5 Long u (oo)
  1. What are the parts of a poem?

Module Video Questions:

When a student watches a video take time to ask them questions about what they watched. Suggested questions for the videos in this module are listed here. Suggestion: Have the student watch the entire video first all the way through. Then have them watch the video a second time, as they watch it pause the video and ask the questions.

Lesson Title Video Question

Module Suggested Read Aloud Books:

Take time to read to your student or have them read aloud to you. Read a different book each day. While reading the book point out concepts being taught. You may purchase these books or find them at your local library. Suggested things to discuss while reading the book:

  • What is the main idea?
  • What are three things new you learned?
  • How does this book relate to what you are learning about?

# Book Author Lexile Level
1 Put Me in the Zoo Robert Lopshire 220L
2 Duck & Goose Tad Hills AD630L
3 The Caboose Who Got Loose Bill Peet 1190L
4 Red Rubber Boot Day Mary Lyn Ray AD480L
5 If You Give a Moose a Muffin Laura Numeroff AD590L

Module Outing:

Take some time to apply what your student is learning to the real world. Suggested outings are below.

# Outing