"oo (food)" Sound Clip
Before you begin Level 4 you will need to assess the student in the Red Words from Level 1, Level 2, and Level 3.
Turn to page 204. Review all the Red Words from Level 1. If the student can say the red word in 3 seconds place a black check mark next to the word. If the student can not say the word within 3 seconds place a red check mark next to the word. Red checked words need to be included with Review and Drill list. (Repeat with Level 2 & Level 3 on pages 205-206.)
Review and Drill – beginning consonant cards, a, i, o, u, e, th, sh, ch, wh, ang, ing, ong, ung, ank, ink, onk, unk, y, qu, ck, tch, ai, ay, ee, ea, ar, or, ind, ild, old, ost, oa, er, ur, ir, oe, ow, ed
“When I hold up a letter, say the letter’s name and give its sound.”
“Good job! We are going to learn something new today.”
Student Workbook page 3 – oo – food
“This is the vowel team oo. The oo makes two different sounds but today we are going to learn that it makes the sound /oo/ like in the word food. What is the name of this sound? The picture card for oo is food. Say food. Good. When I point to the picture word, say the letter’s name, give its sound and say the picture word. Watch me as I demonstrate.”
Say oo, /oo/, food then have student repeat 3 times.
“Close your eyes. I will say a word. You will repeat the word and listen for the /oo/ sound. If you hear /oo/, raise your hand. Let’s practice. Say pool. Do you hear the /oo/ sound in pool? Yes, you hear the /oo/ sound in pool so you raise your hand. Good. Let’s practice some more words.”
Repeat this activity with:
hoop, moose, snooze, moody, cheer, pooch, igloo, greedy, rooster, poodle
Say, “We are going to practice breaking up words into syllables.”
Say, “How many syllables do you hear in the word gloomy? Repeat the word and draw a line for each syllable.” Have the student make a line for each syllable on the whiteboard.
( ___ ___ )
Say, “Good. Write each syllable in the word on the lines you drew. Now, touch and say each syllable. Then glide your finger under the lines and say the whole word fast.”
( gloom y)
Repeat this activity with:
boost-er, scoot-er, groom-er, mood-y
Review and Drill red-checked Red Words on pages 204 – 206.
Turn to pages 204 – 206. Pick a word with a red check mark. Use the below script:
Say “This is the word ___. What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this 3 times.
“Now, stand up. Spell the word, tapping once for each letter down your arm. Then read the word again while sliding your hand from shoulder to wrist.” Have student repeat this 3 times.
“Now write the word in a red marker on the whiteboard saying the letters aloud as you write and underline the word as you read it.” Have the student write, read and underline 3 times.
“Can you give me the word in a sentence?”
Student Workbook page 4 – Word List: oo (food)
“Put your finger under the first word. Underline the vowel team. What does the vowel team say? Now read the word.”
Repeat with the remaining words, reading left to right.
Student Workbook page 7 – Sounds
“Say /oo/. What letters make the /oo/ sound? With your finger, write the letter that says /oo/ on your palm. Now write the letters oo on your paper. Now, look at the letters you just wrote. What are the names of these letters? What sound do they make?”
Repeat with the following sounds:
/t/, /ā/, /er/, /id/, /d/, /ar/, /ō/, /ē/, /oo/
Student Workbook page 7 – Words
“Say tool. Spell the word tool by writing the letters on your palm. Now, pick up your pen and write the word tool on your paper.”
Repeat with the following words:
spoon, stoop, loop, booth, shoot, tooth, smooth, broomstick, hoot
Student Workbook page 7 – Sentences
“Listen carefully as I say a sentence, and watch as I make a dash on the board for each word in the sentence.”
Sam jumped in the pool to keep cool.
“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”
Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:
The moon shone on the backyard.
The child needs a spoon for the oatmeal and sugar.
Student Workbook page 179 – Fluency Practice 1
Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows.