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Day One: Say, Spell, Say

Objective

Students will be able to accurately pronounce and spell words with the long "oo" and short "oo" sounds, recognizing the common spellings and distinguishing between them.

Common Core Standards

• CCSS.ELA-LITERACY.RF.4.3.A: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.
• CCSS.ELA-LITERACY.L.4.2.A: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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Materials

• Word cards with spelling words
• Whiteboard and markers
• Pronunciation audio or teacher modeling
• Student whiteboards or paper

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Lesson Format

I Do (5 minutes)

• Introduce the long "oo" sound, usually spelled oo as in tool, and demonstrate pronunciation with sample words (tool, roof, group).
• Explain the short "oo" sound, often spelled oo or u followed by consonants, as in wood, put, full. Model its pronunciation and show sample words.
• Write two columns on the board: Long "oo" and Short "oo".
• Say each word aloud, emphasizing the vowel sound, then spell it slowly, showing letter-by-letter formation.

We Do (5 minutes)

• Have whole class repeat each word aloud after you.
• Call on volunteers to come up and write one word under the correct column on the board.
• Write one word as a class, sounding it out while spelling together.

Two Do (5 minutes)

• Pair students up. Give each pair 10 word cards (5 long "oo" and 5 short "oo").
• Partners take turns saying and spelling the words to each other.
• Each pair sorts the words into two piles (long vs. short "oo"), then explains to each other their reasoning for the placement.

You Do (3 minutes)

• Individually, students write 3 words in their notebooks: 1 long "oo," 1 short "oo" spelled with “oo,” and 1 short "oo” spelled with “u” + consonant.
• Call on 2-3 students to share their words and spell aloud.

Exit Ticket (2 minutes)

• On a small slip or whiteboard, students must write a word from the day's list that contains the short "oo" sound spelled with “u.”
• Teacher quickly reviews exit tickets to assess understanding.

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Day Two: Sort the Words

Objective

Students will correctly sort words with long and short "oo" vowel sounds based on their spelling patterns and apply phonics rules to categorize unknown words.

Common Core Standards

• CCSS.ELA-LITERACY.RF.4.3.A: Decode multisyllabic words using knowledge of syllabication, vowel patterns, and morphology.
• CCSS.ELA-LITERACY.L.4.2.A: Demonstrate understanding of vowel teams and sound spellings in context.

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Materials

• Printed word sort cards
• Sorting mats labeled “Long oo” and “Short oo”
• Timer
• Chart paper

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Lesson Format

I Do (4 minutes)

• Review the vowel sounds and spellings from Day One quickly.
• Model sorting sample words onto the sorting mats, verbalizing your thought process. For example: “This word is ‘shoot.’ The vowel sound is long ‘oo’ spelled with ‘oo,’ so it goes on the Long oo mat.”

We Do (6 minutes)

• Invite 4-5 students to come up one by one and sort words on the mats.
• As a class, discuss any mistakes and clarify why the word belongs in each category.

Two Do (6 minutes)

• In pairs, students each receive a mixed set of word cards (15 cards).
• Pairs collaboratively sort these into Long “oo” and Short “oo” groups on their desks.
• After sorting, have each pair create a simple sentence for one word in each category.

You Do (2 minutes)

• Individually, students write three words (one from each group) and underline the vowel pattern.
• Volunteers share their sentences or spelling focus.

Exit Ticket (2 minutes)

• Quick sorting quiz: Teacher reads a word aloud; students write “L” for long or “S” for short “oo”.

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Day Three: Interactive Long & Short "oo" Game

Objective

Students will reinforce understanding of vowel sounds through an engaging, kinesthetic activity focusing on long and short "oo."

Common Core Standards

• CCSS.ELA-LITERACY.RF.4.3.A: Apply knowledge of phonics and word analysis to decode and accurately pronounce multisyllabic words with vowel teams.

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Materials

• Long and short "oo" sound recording/video (prepared, teacher-led or multimedia)
• Word cards
• Two large containers labeled “Long oo” and “Short oo” baskets
• Whiteboard for scoring

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Lesson Format

I Do (3 minutes)

• Show a short video/audio of words with long and short “oo” sounds.
• Model how to listen carefully and decide if it’s a long or short “oo” word.

We Do (5 minutes)

• Say 5 words aloud, have students clap if long “oo,” stomp if short “oo.”
• Discuss what clues helped them decide the vowel sound.

Two Do (7 minutes)

• Divide class into two teams.
• Holding a word card, one student from each team races to place the card in the correct “Long oo” or “Short oo” container.
• Tally points on the board. Bonus points if the student spells the word aloud after placing it.
• Teacher provides immediate feedback.

You Do (3 minutes)

• Students write down one word correctly sorted by themselves and underline the vowel sound.

Exit Ticket (2 minutes)

• Write down one example each of long “oo” and short “oo” words from today’s activity.

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Day Four: Proofreading and Fixing Spelling Errors

Objective

Students will identify and correct misspellings involving long and short "oo" vowel sounds within a context-rich passage.

Common Core Standards

• CCSS.ELA-LITERACY.L.4.2.E: Spell grade-appropriate words correctly, consulting references as needed.
• CCSS.ELA-LITERACY.L.4.1.F: Produce complete sentences, recognizing and correcting inappropriate fragments or run-ons.

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Materials

• Short paragraph containing 10 misspelled words (with long/short “oo” errors)
• Student copies of passage
• Red pens/pencils

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Lesson Format

I Do (4 minutes)

• Display one sentence with an incorrect spelling (“The boy put on his shoo.”).
• Model proofreading and correcting the word with explanation.

We Do (6 minutes)

• Read through the full paragraph aloud as a class.
• Together, find and correct 3 misspelled “oo” words.
• Discuss strategy: sounding the word out, looking for vowel patterns.

Two Do (6 minutes)

• In pairs, students proofread the paragraph, circle misspelled words, and write correct spellings in margins.
• Teacher circulates and helps pairs with challenging words.

You Do (2 minutes)

• Individually, each student chooses one corrected word and writes a new sentence with it.

Exit Ticket (2 minutes)

• On a sticky note, write a word that was tricky to spell and how you figured it out.

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Day Five: Final Assessment & Reinforcement

Objective

Students will demonstrate mastery of long and short “oo” sound spelling patterns through a written and oral assessment.

Common Core Standards

• CCSS.ELA-LITERACY.RF.4.3.A: Decode multisyllabic words accurately using phonics and syllabication knowledge.
• CCSS.ELA-LITERACY.L.4.2.E: Spell grade-appropriate words correctly.

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Materials

• Assessment worksheet: fill-in-the-blank, multiple choice, and spelling dictation
• Student notebooks
• Pencils

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Lesson Format

I Do (3 minutes)

• Quickly review the two vowel sounds and common spelling patterns.
• Read directions for the assessment clearly.

We Do (5 minutes)

• Complete the first 2 fill-in-the-blank together on the board as a class.

Two Do (7 minutes)

• In pairs, students review remaining multiple-choice questions, then individually answer dictation words.

You Do (3 minutes)

• Individually write a short paragraph using at least five words from the spelling list.

Exit Ticket (2 minutes)

• Self-assess: On a scale of 1-4, how confident am I spelling “oo” words? (1 = not confident; 4 = very confident)

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Additional Teacher Notes:

Multisensory Enhancements: Use gestures to represent the two sounds (e.g., waving hand gently for long “oo”, tapping chest for short “oo”). Incorporate drawing activities for “oo” sound words (e.g., draw a “stool” using the short or long vowel clue).

Differentiation: Provide word banks and visuals for ELL, and challenge advanced students by adding multisyllabic “oo” words like “improve,” “smoothly.”

Tech Integration: Use a classroom tablet or smartboard to play interactive phonics games targeting long and short “oo” sounds on day three.

This lesson sequence ensures scaffolded learning closely aligned with Common Core phonics and spelling standards focused on vowel sound discrimination and application. It balances oral, written, partner, and kinesthetic practice carefully for 4th graders.