4
"You are the finest cook in all these woods!" they cheered. Brooks nodded and smiled. He fully understood that good food warms the heart on a cold day.
Story Sequence Check
1. What two things did Chef Brooks need before he could make the stew?
2. Find compound words with oo in the story (Hint: words made of two smaller words):
1. cook + _____
2. fire + _____
UFLI Lesson 90 Decodable • Story 3
Name:
Date:
Pre-Reading Warm-Up: Target Vowel oo /ʊ/
wool hood crook looking footprint shook
1
Brooke loved her red wool hood. Her grandmother had crafted it from sheep’s wool on a handmade wooden loom. On an icy morning, Brooke went walking in the woods with her dog, Woody.
2
Brooke stood beside the frozen brook. All at once, a sudden gust of wind shook the branches overhead. The gust took her wool hood right off her braids and tossed it high into the air!
3
The red hood landed right in the crook of an oak branch, far out of reach. Brooke shook her head sadly. But clever Woody ran up and tapped Brooke’s foot with his nose. He sniffed at a fallen wooden branch on the path.
4
Brooke understood Woody's hint! She took the long stick and reached up into the crook of the tree. With one gentle tap, the hood tumbled down. "You are such a good dog!" Brooke said as she tied it snug.
Vocabulary & Phonics
1. In this story, what does the word crook mean?
2. How did Woody help Brooke get her wool hood back?
| Hot Read (3) |
| ① ② ③ ④ |
UFLI Lesson 90 • Comprehension Check
5 Text-Dependent Questions
Directions: Read each question carefully. Fill in the bubble next to the best answer based on "A Cookout by the Wooden Brook."
1. What warm clothing did Camp Cook Cooper pull on before heading outside?
A) A heavy wool coat and a warm hood
B) A dark green raincoat and rubber boots
C) A thick winter scarf and woolen mittens
D) A light fleece vest and a hiking cap
2. Why did Cooper chop dry pine logs with his axe?
A) To carve new wooden spoons for the campers
B) To get firewood to cook breakfast over the flames
C) To construct a sturdy foot bridge over the brook
D) To build a shelter for the playful camp squirrel
3. What startled Cooper by shaking pinecones right down to his foot?
A) A sudden, cold gust of forest wind
B) A frisky squirrel sitting on a branch above
C) A group of campers running toward the cabin
D) A heavy falling branch snapped by the axe
4. What meal did Cooper prepare using his favorite cookbook?
A) Fresh brook trout fried in a skillet
B) Thick beef stew simmered with carrots
C) Bubbling warm oats and milk
D) Toasted campfire bread with berry jam
5. In the story, what does the word brook mean?
A) A small, rushing natural stream of water
B) A wooden bench used for eating meals
C) An iron pot used for cooking over flames
D) A thick book filled with camping recipes
Written Evidence Check
Write one sentence from the passage that shows the campers enjoyed Cooper's cooking:
Instructional Action:
Student Self-Check: How easy was it to read the short "oo" /ʊ/ sound today?
😄 Super Easy 🙂 Just Right 🤔 Still Tricky
UFLI Lesson 90 Guide • Page 1 of 2 University of Florida Literacy Institute Aligned
UFLI Lesson 90 • Routines & Assessments
Lesson Pacing: Steps 4–8
Manipulating Phonemes
Use magnetic letters or sound tiles. Direct students: "Build the word. Listen for the sound that changes. Swap only that tile."
Chain 1: look → took → cook → hook → hood → good → wood
Chain 2: brook → crook → shook → shoot* → soot → foot
*Attention check: Ask students which sound changed when going from shook (/ʊ/) to shoot (/uː/)!
Slates / Whiteboards
1. Phonemes (Say sound, students repeat and write grapheme):
/ʊ/ ("oo"), /sh/ ("sh"), /k/ ("k" after vowel), /d/ ("d")
2. Words (Finger tap sounds before writing):
1. book 2. stood 3. brook 4. wooden
3. Sentences (Pound syllables, count words, check COPS):
Sentence 1: "The cook stood by the cold brook." (7 words)
Sentence 2: "She took a good look at the dry firewood." (9 words)
Spanish / Portuguese ELLs:
Spanish and Portuguese lack the /ʊ/ phoneme; speakers typically substitute /uː/. Emphasize the relaxed jaw drop and tactile throat feel. Pair visual lip mirrors during small group warm-up.
Dyslexic / Struggling Readers:
Color-code the 'oo' vowel team in amber or green before reading passages. Use continuous blending (sing the sounds together without stopping between phonemes: /llll/ - /ʊʊʊ/ - /k/).
Unit Materials Included in Workspace:
● Lesson Slides ● Trio Decodable Booklet ● Fluency Reader (with 5 MCQs) ● 10-Word Verbal Exit Ticket
