Float with O!
A Beginning Reading Lesson
Rationale:
This
lesson teaches children about the long vowel correspondence
oa=/O/. In this lesson, students
will be able to recognize the long O sound when shown words with the spelling
patterns oa. They will learn meaningful representation of oa by seeing
a swim ring float (which contains the correspondence
oa) and the float is in the shape of the letter O. My students will spell
words containing this correspondence during a letter box lesson. They will then
read these words that they have spelled from a word list. After going through
the spelling and reading of words containing this correspondence with the letter
box lesson and word list, students will read a decodable text which focuses on
the correspondence oa. Students will
match medial letters of words with sounds using a word train.
Materials:
Picture
of a swim ring float, letter box for teacher to use on overhead, letters for
letterbox a, b, c, d, e, f, g, k, l, o,
s, t, t, u word list (coat, sock, boat, duck, float, get and toast) 4 letter
boxes. For each student: (18 students) I
will need a letter sound train engine and caboose, 5
letter sound train cars, index card labeled with the letters
oa and attach to each train
engine (verbally explain long O sound),
medial sound picture cards which include: boat, duck, hat, coat, dog, soap,
goat, float, and sock. Paperback books Bo and Rose. Paper and pencil.
Procedures:
1.Say:
We have already learned what the short o sounds like, and what it looks like in
words when it makes the /o/ sound like in the words hot and pot.
Now, so that we can become even better readers, we need to learn the long
O sound. Today we are going to learn
that long O sometimes has a buddy next to it that tells it to say its name. That
buddy is the letter a. When I say /O/ I think of a float used
for swimming (show image of a swim ring float). Now, let's look at the spelling
of the sound /O/ that we are going to learn about today. In the word float, the
letter a is right there next to the letter o, telling o
to says its own name. Teacher will write float on the board and circle oa.
2.
Say: Before we learn about /O/, lets listen for it in some words first.
When I say a word that has the /O/ sound in it, I hear O say its own name. I
also feel how my lips are shaped when I say the /O/ sound. Let me show you an
example: when I say boat, I here O saying its name, and my lips look like the
letter O. There is a long O in float, now let's see if there is a long
O in cow. Nope, I didn't hear O say its name and my lips didn't make the letter
O shape. Now I'm going to say a word and if you hear O say its name,
and your lips make the O shape, give me thumb up. If you don't hear O's name or
make O's shape with your lips, then give me a thumb down (show students thumb up
or thumb down). Here we go! Home, train, coat, hat, rope. Very good! Now we are
going to do that again, this time, if you here O say its name, I want you to
show me your O lips by dragging out the /O/ sound for 3 seconds. Ready, here we
go! H/O/O/O/me, train, c/O/O/O/at, hat, r/O/O/O/pe. Great job! You all know how
/O/ sounds.
Modeling New Strategy:
3.
Now we are going to learn how to spell some words with /O/. Let me show
you an example on the projector: If I want to spell the word soap, first, I
would use it in a sentence to be sure that I understand the meaning of the word.
My hands are dirty and I will need to wash them with soap. Now I am going to
spell the word soap in letterboxes. Before I can begin spelling the word, I need
to sound it out so that I can count how many phonemes are in the word. Phoneme
means sound, so I need to know how many different sounds I hear in the word
soap. I will find out by saying the word slowly and listening for different
sounds. I will stretch it out and count: /s/ /O/ /p/.
I hear three phonemes, so that means that I will need three letter boxes.
First, I heard /s/ so I am going to put the letter s in the first box. Next, I
heard /O/ after /s/, so I will need to put an o in the second box. Now
I have to figure out which of o's buddies can tag along beside it, to remind
o to say its own name. Because we talked about it earlier, I know that the
letter a is the letter o's buddy that makes o say its own name when placed
beside it. Remember, the o comes first and then a sits to the
right side of o. So, I am going
to put the letter a right next to the letter o in the same
because. I know that the letter a does not have its own letter box because I
don't hear the sound /a/ or /A/ in the word soap. Finally, the last sound that I
hear is /p/. This tells me that I need to put a letter p in the last
letter box.
4. Now
that I have showed you how to figure out letterboxes for the letters in a hard
word like soap, now I will show you how to read this hard word. Look up on the
board, I have written the word soap. First, I will cover up every some letters
so that only the oa is showing. So, first I will start with this part
oa because this part says /O/. Now, I will uncover the s and
add it to the part that I already know. Now I see soa, but to figure
out the whole word, I will now add the p in to the word that I have put together
so far. Now I can blend them and I get s-oa-p. This word says soap.
Guided
Practice:
5. Now
we are going to spell some words together in letterboxes. The first word is
coat. How many boxes do we need? (Children answer: 3). What should go in the
first box? C, second? oa, third? T. Allow children to answer as I go
through each word. The words we use will be coat, boat, float, sock, toast, and
rock. Now that we have gone through a letterbox lesson, I will put up a
list on the board of the words from the letterbox lesson and I will have
students read the words aloud.
Activity:
6.
Students will match medial phonemes to graphemes using a letter sound train. I
will give each student a stack of picture cards, a paper train that
includes the engine, five empty letter sound train cars, and a caboose
with a correspondence written in it. The picture cards will include:
boat, duck, hat, coat, dog, soap, goat, float, and sock.
7. Say:
I am going to give you a train, and a stack of picture cards.
The caboose of the train will have the /O/ sound on it. I want you to flip over
one card at a time, and if it makes the /O/ sound, I want you to place
the card on one of the empty train cars between the engine and the caboose.
If you do not hear the /O/ sound, do not put the card on the train.
Reading
Activity:
8. Say:
You all have done a great job with spelling! Now, I am going to pass out paper
back book to each one of you.
9. Book
talk: The name of the book is Bo and Rose.
Rose has a goat named Bo. Rose ties a rope to Bo at
home. Bo bites the rope and goes. Rose says no! Bo thinks that no means go. What
do you think is going to happen? Will Bo
come back home? What will Bo do while he is gone? We will read together as a
class, and everyone will follow along. I will stop and ask questions and talk
before I turn each page or two.
Assessment:
10.
Say: Now that we have read the book Bo and Rose, I want you all to write about
your pet if you have one, or if you do not have one, write about one that you
would like to have.
11. As
the students are writing, I will call each one up individually and I will have
them read /O/ words from a word list. Word list: goat, soak, rock, coat, hat
References:
Cushman, S. Bo and Rose. c. 1990 Educational Insights, Carson, CA.
The
Florida Center for Reading Research.
2008. Website:
http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part2.pdf