O, I get it Now
Rationale: Children must learn the basis of the sounds of letters to learn to read. There are many different sounds and variations of the different letters. This lesson will focus on the grapheme o_e that makes the /O/ sound. We will work with the long o sound by practicing the mouth movement of creating the sound, working on the long o sound with a letter box lesson, and identifying the long o sound in written and spoken words.
Materials: Primary paper and pencil, copy of the decodable book Bo and Rose for every student, a, b, c, e, k, l, m, n, o, p, r, s, and t letter tiles and boxes.
List of words separated by phoneme count:
3 - poke, tone, make, bone, take
4 - alone, crome
5 - stroke
List of words in a different order than shown above for each student, white boards and markers for each student, and written out chart of the tongue twister " Rose ran home with the bone."
1. Before beginning the long o lesson we will review another long vowel to see the pattern. " Do you remember when we worked with a_e which made the sound /A/? What did we find out about the e at the end of those words? What are some words with a_e?" Allow students time to respond and discuss with a partner.
2. After reviewing long a sound I will ask the students if they have every been stuck as to what an answer was. " What did you say when you finally figured it out? I usually say oohh, I get it now." I will now use that connection with the long o sound for the rest of the lesson. " Today we are going to work with the long o sound. We will be working with different words and work together to see if we hear the long o sound. Let's get started."
3. "Class, today we are going to be spelling words with the /O/ sound just like we did with the /A/ sound by adding an e at the end of the word. If I put an o on the board like this what sound does it make? What sound would it make if I added a e to the end of the word? Great job everyone!"
4. Now, let's read our tongue twister: Rose ran home with the bone. I will say it once then the rest of the class will say it with me. "Where do you hear the /O/ sound? Rooose ran hooome with the booone. Great job!
5. "Now that we have figured out how to use /O/ we will practice spelling with /O/." Pass out letter tiles and boxes to each student at this time. Show students how to have only three of the letter boxes showing so we can begin.
6. "Now I am going to call out some words, I would like you to listen to me say the word and use your letter tiles to fill in the boxes with the sounds you hear not just what the letters are. If you know there is a silent letter you should put it outside of the boxes because you do not actually hear that letter sound. Let's do one together first: use your letter boxes to spell the word bone. I hear bbbb-oooo-nnnn, so if I put the letters bon in the boxes what word is that. Bon, right but we want bone so what should I put at the end of the word? Yes I need a silent e, great job! Any questions? Okay so now we can move on."
7. Let's start by making it where only three letter boxes are showing. As I say the word I want you to fill in the sounds you hear not the letters. First word is poke. I like to poke my brother to annoy him. bone, I found my dog a bone to play with." Walk around the classroom to check on students work and answer any questions. After finishing the list of three phoneme words, move onto the four and five phoneme words.
8. After all the words have been spelled I will pass out a list of those same words, in a different order, to each students. "Now that we have spelled the words we are going to work on reading them. We will read from top to bottom with a snap in between each word."
9. After reading the word list we will gather together to have a booktalk of Bo and Rose: Rose has a pet goat named Bo. Rose ties Bo up so he will not run away. But something bad happens. Bo chews through his rope and runs away. Will Rose ever find her pet, Bo, again? We’ll have to find out when we read Bo and Rose.
10. For assessment students will be working with a partner to determine if they are reading faster, with more expression, more fluently, etc. Each student will be assessed by their partner after the second reading. As a group we will review /O/ words and other correspondences while I make any miscue notes.
(1990) Bo and Rose. Phonics Readers Long Vowels. Educational Insights
Audrey Stockdale, O-O-O-O-O, I Get it. http://www.auburn.edu/academic/education/reading_genie/odysseys/stockdalebr.html