Teaching Resource

Phoneme Spotter Story – 'oo' Sound

PDF | 2 pages|Grades: 1 - 2

A decodable text featuring various graphemes that make the ‘oo’ sound.

One fundamental aspect of phonemic awareness is understanding that multiple graphemes can be used to represent a single phoneme. In order to do this, students must first become familiar with the sound that a particular phoneme makes. Time to read aloud to explore the ‘oo’ sound!

Exploring the ‘oo’ sound

This phoneme spotter story, The Woods, explores some of the graphemes that make the ‘oo’ (as in ‘book’) sound. These include the grapheme ‘u’ and the digraph ‘oo’.

How to use this resource

Individual or small group activity
Provide the students with a copy of the text. Have them read the story aloud. Each time they hear the ‘oo’ sound, ask the students to highlight or colour the word that includes this sound.

Whole-class activity
Project the text onto your whiteboard. Read the text aloud to the students. Each time they hear the ‘oo’ sound, have the students indicate this in some way, e.g. put their hands on their head, stand up, clap their hands. Afterwards, discuss the various graphemes that made the ‘oo’ sound within the text.

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      Australian Curriculum alignment

    • ACELA1474

      Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writingElaborationsblending and segmenting sounds in words,...

    • ACELA1824

      Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllableElaborationsrecognising when some letters are silent, for example ‘...

    • ACELA1825

      Understand that a sound can be represented by various letter combinationsElaborationsrecognising sounds that can be produced by different letters, for example the long ‘a’ sound in ‘wait’, ‘stay’, ‘able’ and â...

    • ACELY1659

      Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-readingElaborationsusing contex...

    • ACELY1669

      Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correctingElaborationsusing pri...

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