​•   Rationale: This lesson focuses on teaching children to identify the correspondence, oo=/OO/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations, so in this lesson, the students will learn how to recognize, spell, and read different words with the spelling oo. To help them remember oo=/OO/, they will learn a meaningful representation (the ghost says “BOO!”), along with spelling and reading words with oo in a Letterbox lesson and reading  of a decodable book that focus on the correspondence oo=/OO/. 
•    Materials: Image of ghost saying “BOO,” Tongue Tickler, Letterboxes, Letters (a,b,d,f,i,k,l,m,n,o,o,p,r,s) for letterbox lesson, List of spelling words (doom, mop, laid, spoon, loose, soon), Decodable Book (Snoop the Crime Dog), Assessment Worksheet. 
•    Procedures: 
1.    Say, “Whenever we read and write, it is like we are using a secret code. Every letter we see has a certain sound that goes with it. Today we are looking at the letter o. (Hold up letter o.) We know that this letter can say /o/ or /O/. Say these sounds with me! /o/ /o/ /o/, /O/ /O/ /O/. Great! Now have you ever seen two o’s together like this? (hold up card with oo on it.) Today we are going to learn what sound these two o’s make whenever we see them beside each other! Two o’s beside each other make the /OO/ sound. Let’s make this sound together, /OO/ /OO/ /OO/! That kind of sounds like what a ghost would say when he is trying to scare you doesn’t it? Make an o shape with your lips stuck out and hold up your arms, and make the /OO/ sound with me! Great job!”
2.    Say, “Before we learn how to spell words with the /OO/ sound, let’s have some more practice saying words with this sound. (Place tongue tickler where all students can see it) Okay, I am going to read you a tongue tickler. ‘Oodles of oolong oozed from the oomiak. (An oomiak is a long Eskimo boat like a canoe.)’ Now let’s all say it together. (Say tongue tickler together again) Okay, now I want us to all say it together and stretch out the /OO/ sounds. Also, whenever we say /OO/, make the o with your lips! ‘/OO/dles of /OO/long /OO/zed from the /OO/miak’ Great job! You all stretched out the /OO/ so well! Now we are going to see if we can identify the /OO/ sound in some words before we start spelling! I am going to say some different words and if you hear the /OO/ sound, hold up your arms and make the o with your lips! (say the words-doom, mop, laid, book, floor, soon!) Great job! Now it’s time to learn how to spell the words with oo in them!”
3.    Say, “Let’s look at how we spell the sound /OO/. We spell this sound by using two o’s beside each other. For example, in the word ‘soon’. ‘We must leave soon to make it on time.’ Okay, I want to know how many Elkonin boxes to use, so I need to figure how many phonemes are in the word ‘soon’. Let me stretch out the word. 
/s/ /OO/ /n/. So now I know that I need three letterboxes! (put down three letterboxes.) Okay, now let me think about how to spell the word ‘soon’— /s/ /s/, I know that sound means s, (put the letter s in the first letter box), /OO/ /OO/—I just learned that this sound means two o’s! But I have two o’s…I wonder if I put them in the same box? Well these two o’s make one sound /OO/, so I need to put them together! (put two o’s in the second letter box), /n/ /n/—that sound means n (put the letter n in the third box). /s/ /OO/ /n/, soon! I’ve just spelled the word soon!”
4.    Say, “Now you guys are going to spell some different words with your letter boxes. We will start out with three boxes for the word doom. Who can tell me what letter goes in the first box? (call on students for answers) Okay, now we have one letter d. What letters need to go into the second box? (call on students again) Great! Now we have both boxes filled up. /d/ /OO/ —this spells doo! Okay, let’s make it a little bit trickier. This time I want you to spell a word by yourself. The next word is mop. /m/ /o/ /p/. ‘The floors need a good mop.’ Take your time and remember to stretch out the phonemes as you spell! (walk around the room and observe children working) Great job with mop! Now we are going to use three letter boxes again and spell the word laid. /l/ /ai/ /d/. ‘Sally laid down in her bed for her nap.’ Remember to stretch out those phonemes! (walk around the room and make sure that all students have the correct spelling of the review word laid) All right, now let’s move onto four letter boxes. The next word we are going to spell is floor. /f/ /l/ /OO/ /r/. ‘The rug should be spread out on the floor’ (walk around room and check student’s work) Great job spelling!
5.    Say “Okay, now that we have spelled some words it is time to read them! First, I will show you how I would say a tough word. (write the word broom on the board for everyone to see.) Okay, I see two o’s beside each other, so I know there is an /OO/ sound in the middle of the word. Let me see if I can cover-up some of the letters to make it easier. (Cover-up the middle and end of the word, leaving the beginning and then model blending using the cover-up critter.) /b/ /r/ = /br/ + /OO/ =/brOO. Okay, now all we need is the end of the word! (uncover end of the word) /m/ = /brOOm Broom! Now, everyone read the next few words together. (write different words on board [doom, mop, laid, book, floor, soon] and have students first read them together and then call on students individually to read). 
6.    Say, “You all have done a great job spelling and reading our double o words! Now we are going to read a book called Snoop the Crime Dog. In this book, a crime dog named Snoop is following up on a missing goose case. Will he find the goose? Will he catch who took him? Let’s read and find out!” (Pair up children and pass out one copy of each book to each pair. Have the children take turns reading pages in the book. After each student has finished reading the book, the class will come back together and reread the book.)
7.    Say, “Thank you for reading the book with me! I am glad Snoop was able to solve the case and set the goose free! Before we finish up our lesson, we are going to practice with some more /OO/ words. I am going to give each of you a worksheet that will require you to complete the words using /oo/ and then fill in the sentences with an appropriate /oo/ word. (While the children are completing the worksheet, walk around and observe their work)
•    Resources: 
Decodable Book: 
https://www.readinga-z.com/book/decodable.php?id=59
Worksheet: 
http://www.teach-nology.com/worksheets/language_arts/phonics/vowels/review/oo/
Adapted from Katie Carter’s Boo! Says the Monster:
https://sites.google.com/site/katiecartersreadinglessons/home/beginning-reading-lesson-boo-says-the-monster