Beginning Reading

Sarah Barton

Rationale: Skilled readers rely on the spellings of words to recognize the word. Students who are learning to read rely on the letter-sound correspondents to decode the word. Long vowels are some of the trickier letter-sound correspondences. The goal of this lesson is for students to learn to spell and read words with the long O vowel o_e = /O/. This will be done by teaching the letters o_e says /O/. The students will engage in spell words with the /O/ sound using Elkonin letterboxes and then applying the spelling strategies to reading.

Materials: 6 box Elkonin letter boxes for each students, individual plastic bags with the letters:{a, e, o, b, d, t, s, n, r, k, l}for each student, large teacher size letters: {e, a, i, o, t, m, p, l, c, r, n, b, v, s, h} with Velcro on back, large dry erase board with Velcro strips, classroom set of the book, Is Jo Home? (By Shelia Cushman, Educational Insights)

Before actually going into the lesson review some long vowels. “Students I am going to call out some words for you to spell as review of long vowels. I am going to call on a student to come and use the big letters to spell a word. Everyone else needs to make sure that the word is spelled right too.” The student attaches the Velcro on the back of the teacher letters to the Velcro on the board to spell the words. Have students spell the words; team, place, train, brave, smile. After each student has spelled a word ask the others if they agree or disagree with the spelling.

1. Explain to the students what the goal of the lesson today is, “Today we will spell and read words with the /O/ sound in them. It’s the sound made when you learn something and you are like ‘Oh I see.’ This is going to help you read some of the tricky words that give us problems like in stone.”

2. Ask the students, “Students do you hear the /O/ sound in stone? Lets all sound say the sounds in stone. /s/, /t/, /O/, /n/. Yep I heard it. But there is one silent sound that we don’t hear, the e on the end. Remember with long A that there was a silent e? It’s the same with long O.”

3. Model for the students. “I know long vowels can be tricky sometimes because of the silent e on the end. Let’s see in the word stone. I hear ssss, tttt, O, n. I don’t hear the e because it is silent on the end.” Do the same for home. “The word home is the same way, I hear /h/ /O/ /m/ but the silent e is on the end making O say its name.”

4. Students will now practice spelling the /O/ sound. Give each student a plastic bag with letters in them and an Elkin box. Explain that each box represents a sound and they will put the letters for the sound in each box. “Now you are going to spell some words by yourself. Take out your letterbox and letters. (Give students time to follow directions)Fold them in half where only three are showing. Each box represents a sound. For example, if I asked you to spell cat. I would place C in the first box, A in the second, and T in the last. The word take is more difficult. It is spelled T-A-K-E. T would go in the first box, A in the second, K in the third, and then there is E. Since it does not make a sound we place it outside the boxes at the end.” (Demonstrate as you give directions drawing boxes around Velcro) Have students spell words with o_e= /O/. “Using three boxes please spell the word dome. The dome was at the top of the building. Spell dome” Walk around and check students spelling. For three boxes repeat with word rose and can. Have students move to four boxes spelling the words; snore, read, broke, close, and stole. Have students move to five boxes spelling the word strode.

5. Once students have spelled all the words have them look to the board and spell the words on the board and have the students read them. “Students now look at the board. I am going to spell a word and I want you to read it. You are going to whisper the word to your neighbor.” Spell the word dome. Have students whisper the word that is spelled to their neighbor and then call on a student to spell the word. Do this for all the words the students spelled.

6. Students will pair up and each student will read the decode text, Is Jo Home? “Students will be doing a reading partner activity. I would like for you to get with your assigned reading partner. You will be reading Is Jo Home? This is a story about a little dog who really wants to play with Jo. He searches and searches for Jo so they can play together. I need for you to read to your partner to see what Jo and the dog do. Chose which one of you will go first and start reading.” Give the students time so each can read to each other.

7. Assessment: Have the students come and read Is Jo Home? to you while you do a running record noting miscues.

Adams, Marilyn. Beginning to Read: Thinking and Learning about Print. 1990. pgs. 23- 30, 76-82.

Cushman, Shelia. Is Jo Home? Carson, CA. Educational Insights. 1990.

Lesniak, Theresa and Bruce Murray. 1999. “Teaching Reading.” The Reading Teacher. Vol. 52. No.6. Pgs. 644-650.

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