oo
Follow the weekly teaching programme as outlined here.
oo makes the short sound as in 'look', or the long sound as in 'moon'.
Tell your child to say oo (as in look) - oo (as in moon) to match 'cu - koo' as you say this flashcard.
Follow the weekly teaching programme as outlined here.
Practice these words. I've put them in their groups according to sound. Start like this, then muddle them for extra practice.
Now follow the rest of the lesson plan.
Follow the weekly teaching programme as outlined here.
oo makes the short sound as in 'look', or the long sound as in 'moon'.
Tell your child to say oo (as in look) - oo (as in moon) to match 'cu - koo' as you say this flashcard.
Follow the weekly teaching programme as outlined here.
Practice these words. I've put them in their groups according to sound. Start like this, then muddle them for extra practice.
Now follow the rest of the lesson plan.
Level 1 Red Words All children must study these words room moon food soon spoon look book cook foot good |
More Words to Read
hook wood (as in 'made of wood') wool took hook pool cool soon food roof |
Odd words for reading
two (Explain that this is number 2)
to (Put it in a sentence to demonstrate its meaning: we go to the park)
Odd words for spelling
of
two (Explain that this is number 2)
to (Put it in a sentence to demonstrate its meaning: we go to the park)
Odd words for spelling
of
Dictation: Revise the /ck/ sound
Tom is on a rock. He has a black sack on his back.
Teaching notes:
oo makes the short sound as in 'look', or the long sound as in 'moon'.
Tell your child to say oo (as in look) - oo (as in moon) to match 'cu - koo' as you say this flashcard.
Practice the words in the red box. I've put them in their groups according to sound. Start like this, then muddle them for extra practice.
Note:
· When we start to introduce pairs of vowels, some children (many in fact) start to think that all single vowels say their name, or 'oo', in this case. This is just their brains adjusting to the new ideas being presented to them. Don't panic, simply re-enforce what is already known and supply the necessary vowel sound as necessary, or have the vowel flashcards out beside you and simply pull out the relevant one and say "What sound does 'o'( or other) make?" Some children even then get a brain block, so just say it yourself - the pupil knows! This is why saying the vowels (Ay says 'a' etc...) before each lesson is so important.
· Look, book and cook all end in 'k'. Having just learnt 'ck', many children are tempted to put 'ck' when they hear the 'k' sound. Teach the child to apply the 'ck' rule: only use 'ck' after the sounds ack, eck, ick, ock, and uck. Can we hear 'ock'? No, so we do not need 'ck'. However, it is good if your child learns that if we do not need 'ck' then we use 'k', until told otherwise!
· Help the pupil to feel the 's' on the end of cooks, and looks being cook/look with an 's' on the end. At first children may try and write coox/loox.
Tom is on a rock. He has a black sack on his back.
Teaching notes:
oo makes the short sound as in 'look', or the long sound as in 'moon'.
Tell your child to say oo (as in look) - oo (as in moon) to match 'cu - koo' as you say this flashcard.
Practice the words in the red box. I've put them in their groups according to sound. Start like this, then muddle them for extra practice.
Note:
· When we start to introduce pairs of vowels, some children (many in fact) start to think that all single vowels say their name, or 'oo', in this case. This is just their brains adjusting to the new ideas being presented to them. Don't panic, simply re-enforce what is already known and supply the necessary vowel sound as necessary, or have the vowel flashcards out beside you and simply pull out the relevant one and say "What sound does 'o'( or other) make?" Some children even then get a brain block, so just say it yourself - the pupil knows! This is why saying the vowels (Ay says 'a' etc...) before each lesson is so important.
· Look, book and cook all end in 'k'. Having just learnt 'ck', many children are tempted to put 'ck' when they hear the 'k' sound. Teach the child to apply the 'ck' rule: only use 'ck' after the sounds ack, eck, ick, ock, and uck. Can we hear 'ock'? No, so we do not need 'ck'. However, it is good if your child learns that if we do not need 'ck' then we use 'k', until told otherwise!
· Help the pupil to feel the 's' on the end of cooks, and looks being cook/look with an 's' on the end. At first children may try and write coox/loox.
oo for special needs
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Sentences to practice reading and spelling
Tom has a bad foot.
Tom will go to get a sack of spuds.
Pam looks at a book.
Sam will get his boot off.
Mum can cook good food.
The cat is on the roof.
Look at the duck.
I will pick up the book.
Tom has two cats.
Tom has two pigs in a pen.
Tom has a bad foot.
Tom will go to get a sack of spuds.
Pam looks at a book.
Sam will get his boot off.
Mum can cook good food.
The cat is on the roof.
Look at the duck.
I will pick up the book.
Tom has two cats.
Tom has two pigs in a pen.