decoding with short vowels
Rationale: Students must become fluent
readers in order to
maximize their comprehension skills. To become fluent reader’s students
first learn to become accurate decoders. One of the most essential
needed in decoding is the ability to decode vowels since there is a
present in every word. Since long vowels are commonly made up of more
letter short vowels are best taught first. This lesson focuses on the
sound which will enable students to gain a better understanding of the
sound and be better able to decode it.
Materials: In the Big
Top (Class set)
Class set of
Elkonin letter boxes
Class set of
letters including (p, o, d,
r, ck, sh, s, m, r, f, g, b, l, b)
tongue twister written on it
(laminated) Ollie the Octopus often
the hot rod to the opera
- Introduce the lesson by telling
students that today we will continue to work of our vowel sounds which
will help us become better readers. Remember how last week we studied
i=/i/. Well let's see how much you all remember. As I read this
sentence pretend like you are scratching your itches every time you
hear i=/i/. Igburt and Innie were itching all over. Great!! Now, today
we will work on the short vowel sound /o/.
- Have any of you ever been to the
doctor? What does the doctor make you say when he wants to look in your
throat? That's right he makes you say ooooooo. Can all of you open your
mouth wide like the doctor is looking in it and say oooooo. Good. Now I
want all of you to repeat this tongue twister after me. Ollie the
Octopus often drives the hot rod to the opera. Now it is your turn.
Very good. Now this time we will really stretch the /o/ sound out.
Excellent. Now I am going to call on my good listeners who want to
learn to read to come and help me with something. Call a couple of
students up and give them the opportunity to underline one of the words
that has the /o/ sound in it.
- Now we will move on to our
letterbox lesson. Can everyone get out
their letterboxes. Very good. Now I am going to spell the word fob.
Let’s see I hear fff-ooo-bbb that’s three sounds so I must need three
boxes. F-f-f that means f goes in the first box. O-o-o that means /o/
goes in the second box and b-b-b means b goes in the third box. (write
the word on the board after you have spelled it) Now I want all of you
to get three boxes ready and spell the word pod for me. (continue on
using the words rock-3, shock-3, smock-4, drop-4,
frog-4, and blob-4). After you have spelled the word in your
letterboxes write them on your primary paper. As the students spell the
words teacher will be walking around assessing and helping as needed.
- Now I want each of you to grab
your partner and take turns reading In the Big Top. As
your partner reads I want you to make a tally mark for every time you
hear your partner say the /o/ sound. After you both have read, compare
to make sure that you both said the /o/ sound the same number of times.
- After everyone has had the
opportunity to read the book I will ask each child to read a few pages of In the Big Top and I will do
a running record on them to assess their understanding
and ability to use of o=/o/.
Murray, B. A. & Lesniak, T. (1999). The
Lesson: A hands on approach for teaching decoding. The Reading
Teacher, 52, 644-650.
Click here to returen to Beginnings.