Beginning Reading Lesson
Mr. Cloak Loads
his Boat
with Oats
Beginning Reading
Lesson
By:
Leah Steiner
Rationale:
For
children to read and spell words, it is imperative that they understand
that
letters stand for phonemes. Also, spellings map out the phonemes
that are
found in spoken words. By practicing correspondences, which is
composed
of a grapheme and a phoneme, a child will come to have a better
understanding
of letters, phonemes, and the mappings of phonemes in spoken
words. In
this lesson, the students will learn the correspondence, oa =
/O/.
They will be able to recognize the /O/ sound in spoken and written
words in
connection with the letter representation of oa.
Materials:
Elkonin
letterboxes for each child in the class; Letterbox letters (oa, t,
l, d, c,
s, p) for each child
Dry
erase board and markers
Bo
and Rose
(One copy for each student)
Primary
paper and pencil for each student
Pre-made
worksheet with sentences that contain the oa= /O/
correspondence;
Another worksheet with pictures and corresponding words
Procedure:
1.
Begin by having students think of words that make the oa sound. Write
the words
they provide on the dry erase board. Some of these words may make the
oa sound,
but may not be spelled with oa.
2.
Explain to students the different ways to make the /O/ sound. Circle
the words
on the board that represent this correspondence. (Make sure to lead
students in
the right direction of responses. For example, if no words are being
given that
represent oa say, “does boat make the /O/ sound?”)
3.
Have students join in to say the tongue twister. “I want everyone to
listen to
the sentence I am going to say very closely because we are going to try
to say
it as a class.” Teacher says: “Mr. Cloak loads his boat with oats.”
“Now
everyone try this together, Mr. Cloak loads his boat with oats.” (Have
this
tongue twister written on a sentence strip. Call on students to
underline the
part that makes the /O/ sound in each word.)
4.
Now have students drag out the tongue twister. “This time let's drag
out our long
/O/ sound in our tongue twister. "Mr. Clooooaaaaaack
loooooaaaaads
his boooooaaaaaat with ooooooaaaaaaats."
5.
Now, it is time for the letterbox lesson. Review the rules with
the class
first. For example, "If there is one sound but two letters, how
many
boxes need to be used? After reviewing the rules, go over a few
examples
with the students, explaining what you are doing and why. To do
this,
draw letterboxes on your dry erase board so that the students can see
and model
examples. For example, "Okay class, I have drawn 3
letterboxes. I am trying to spell the word boat. Okay, so
let me
break it up. b- O - t. b- O- t.
Okay. In
my first box, I need the b sound, so I'm going to put a b
in the
first box. For the second box, I need the O sound. I can
spell that
with an oa. SO, I’m going to put oa in the second
box for
my O sound. T is my last sound. For the last box,
I'm going
to put a t. So let me put it all together.
Boat.
Great! That's boat. Now, let’s try a few. First,
let's get out
our letters oa, t, l, d, c, s, p. Our first word is soap
(3
letterboxes). The next word is boat (3
letterboxes). The
next word is coat (3 letterboxes). The last word is load
(3
letterboxes). “Great job class! Now let's go back, and I'll
spell
the words and you will read the words.” (Spell words without
letterboxes and
have students read them).
6.
"Now, we are going to read, Bo and Rose. When
you come across a word that makes the
/O/ sound that we learned today, I want you to write it down on your
own sheet
of paper. When everyone is finished reading, we can go through
and see if
we found all of the words."
7.
Now, I want you to look at the worksheet I have given you. It has lots
of
sentences on it with words that make the /O/ sound. I want you to read
silently
and circle the words that make the /O/ sound. When everyone is
finished, I want
you to put your pencil down and we will read through the sentences
together.”
References:
Pieplow,
Jessica. (2003) Load the Boat to Travel the Moat. A
beginning
reading design created by Jessica Pieplow.
http://www.auburn.edu/rdggenie/discov/pieplowbr.html