Distinguish two oo patterns
Read the target aloud with an adult if needed. Compare its vowel sound to moon and book, not its spelling alone.
About 15 minutes, plus any extended practice
Supplied materials
- Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
- Worked case: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight.
- Primary check: oo target: foot. r-word: corn. Glide target: toy. Compound: raincoat.
- An adult may read every direction and answer choice aloud; learners may respond by speaking, pointing or drawing.
Learn the idea
The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together.
Read the target aloud with an adult if needed. Compare its vowel sound to moon and book, not its spelling alone.
Example to read or listen to: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. The answer is moon. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits moon. The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together. Foot sounds like book, although food sounds like moon.
- Read or listen to the worked example. Say what the reading or writing task asks you to find. An adult can help with unfamiliar words.
- Read the target aloud with an adult if needed. Compare its vowel sound to moon and book, not its spelling alone.
- Check the worked solution: moon. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits moon. The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together. Foot sounds like book, although food sounds like moon.
- Try the question and the practice questions. Point to the words that helped you choose before checking the feedback.
See the method in action
oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. Solved: moon. The relevant input states: oo target: pool. r-word: car. Glide target: coin. Compound: sunlight. This fits moon. The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together. Foot sounds like book, although food sounds like moon. Read the target aloud with an adult if needed. Compare its vowel sound to moon and book, not its spelling alone.
Check your reasoning
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Helpful tips
- Pool sounds like moon.
- Foot sounds like book, although food sounds like moon.
See the answer and explanation
book
The relevant input states: oo target: foot. r-word: corn. Glide target: toy. Compound: raincoat. This fits book. The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together. Foot sounds like book, although food sounds like moon.
Take it further
Optional extra practice: Decode this original sentence: In moonlight, I put my raincoat in the car and point at a cloud. Identify oo, the compound moon + light, ar, oi and ou. Write a new sentence contrasting food and foot. Practice this lesson’s skill as you complete the task. Use this idea to check your work: The spelling oo has more than one common pronunciation. Moon has the longer oo sound; book has the shorter sound. Word knowledge and decoding must work together.
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More practice: try new cases
Choose an answer for each problem. Explain your method on paper, then use the feedback to decide what to revisit.
Your choices are temporary. Feedback appears after you check all the answers.
Nothing here is saved to an account or sent to a teacher. Keep your own notes or download them before leaving. The score describes these questions; it does not certify subject mastery.
Check the subject sources
- CCSS ELA Reading: Foundational Skills — 2
- IES: Foundational Skills to Support Reading for Understanding, K–3
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