Skills Unit 2 Teacher Guide - EngageNY
Skills Unit 2 Teacher Guide - EngageNY
Skills Unit 2 Teacher Guide - EngageNY
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Individual Code Chart<br />
1. ‘oo’ > /oo/ (soon) Individual Code Chart on page 9<br />
2. ‘oo’ > /oo/ (look) Individual Code Chart on page 9<br />
• Write the word book on the board and read it aloud.<br />
• Ask students to tell you the vowel sound in book (/oo/).<br />
Some teachers like to<br />
distinguish /oo/ as in look<br />
with looking eyes like this:<br />
See Letter-Sound<br />
Correspondences in the<br />
Pausing Point for students<br />
needing additional help with<br />
/oo/, /oo/.<br />
Additional practice may be<br />
found in the <strong>Unit</strong> 2 section<br />
of the Assessment and<br />
Remediation <strong>Guide</strong>.<br />
• Ask students if this is the same sound they hear in moon. (It is similar, but it is<br />
not the same; /oo/ is made with the lips tightly pursed and /oo/ is not.)<br />
• Point out the letters ‘oo’ work together, as a digraph or letter team, to stand<br />
for one sound in book, the /oo/ sound.<br />
Note: Some students may not hear the difference in sounds as it is very<br />
subtle. Do not worry as long as students can read and write with these<br />
spellings.<br />
• Point out the spelling ‘oo’ can stand either for the /oo/ sound in soon or the<br />
/oo/ sound in book.<br />
• Write the following words on the board and have students read them:<br />
1. foot<br />
2. wood<br />
3. cook<br />
4. look<br />
5. hook<br />
6. took<br />
• Show students the Spelling Card for ‘oo’ > /oo/ (look). Have students read<br />
the sample word. Discuss the power bar. Point out the power bar does not<br />
stretch all the way across the card; this means there are some other spellings<br />
for this sound that students will study later in the year. Explain that these<br />
spellings are shown in the Vowel Code Flip Book but will not appear in the<br />
Readers until students have been introduced to them. Add the Spelling Card<br />
to page 13 of the Vowel Code Flip Book. Ask students to outline the card in<br />
green on page 9 of the Individual Code Chart.<br />
• Write these words from the story on the board.<br />
For more information<br />
on syllable division and<br />
chunking, please see<br />
Appendix B.<br />
/oo/<br />
drooled<br />
whoop<br />
/oo/<br />
looked<br />
took<br />
good | ness<br />
• Read them with students and let them know these words will be in today’s<br />
story.<br />
56 <strong>Unit</strong> 2 | Lesson 5<br />
© 2013 Core Knowledge Foundation
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