"Oh, Oh, I Know the Answer!!"

Beginning Reading

Caroline Perry

 

I. Rationale: Today we're working on the correspondence o_e= /O/. Students will learn /O/ by identifying the sound you make when you know the answer ('oh oh, I know!') while looking at a picture of a child waving his hand in the air. Students will practice o_e= /O/ by identifying what words have /O/ in them in both oral and written language and working with o_e= /O/ during a letter box lesson. It is important for children to know what sound every letter in the alphabet makes, so this will help clarify that the silent e makes o say its name. We will go over words that have /O/ in them, read a book with the o_e= /O/ correspondence in it, and practice listening for the /O/ sound so that children can reach the goal of knowing o_e= /O/.

II. Materials: Is Jo Home? (need enough copies so each child in small group has one), flashcard with o_e= /O/ written on it, picture of child raising his hand, letterbox for each child, letters for each child (h, o, p, e, b, n, l, s, d, z, t, r, k), list of printed words, worksheet for each child

III. Procedure:

1. "Our way of reading is really hard to figure out, so today we're going to work on long vowel O. We have already learned short vowel o and that o= /o/ like in the word log. Long O sometimes has a special guide that we can use to help us read. When we see a silent e on the end of a word, like home, we know that e is telling us to say long vowel /O/. Let's look at this little boy raising his hand (show picture). Have you ever raised your hand and called out, 'Oh, Oh, I know the answer?!' Well this long vowel O, says Oh! So today we're going to be looking at words that are o_e=/O/ words (hold up flashcard with o_e= /O/ written on it). That silent e on the end makes long vowel o say its name."

2. "Look at the shape my mouth makes when I say /O/. It makes a little circle (show them your fingers going in circle around your mouth). When long vowel o is in words, our lips will make that small circle and you'll hear /O/. Let's practice. I want you to raise your hand and make that circle around your lips when you hear /O/ in a word. Do you hear /O/ in lap? Home? Broke? Sink? No?"

3. "Now I'm going to spell hope in our letter boxes. First watch me, then you'll have a turn to do it. I need to make sure I have a sound for every box so I'm going to slowly say my word. /Hhhh/, so I hear a h, so that goes in my first box. /Hhh/ /ooo/, I hear a o, so o goes in my second box. /Hhh/ /ooo/ /ppp/, I hear a /p/ so p goes in my third box. Since I can't hear that e on the end, it goes outside my third box. Remember, that silent e tells the o to say its name, /O/."

4. "Now it's your turn (each child in the small group will have letter box squares and letters). The first word is bone and you'll need three letter boxes. My dog likes to chew on bones. What sound do you hear first? (Walk around and make sure everyone is participating and spelling correctly?) What sound do you hear second? What sound do you hear last? Did everyone remember to put the silent e on the outside of the third box? Remember, that silent e makes o say its name /O/. Okay, the next word is pole (make sure everyone had the correct spelling of bone before moving on). The flag pole is silver. (Let children spell nose, stone, doze, hole, and stroke). (Walk around and monitor the children's work and make sure they are spelling each word correctly). Good work everyone!"

5. "Now I need you to read the words we just spelled (from list of printed words). First we're going to read them together, and then we're going to each read one. (Read list in unison, then call on each student to read a word)."

6. "Okay, now we're going to read a book called Is Jo Home? This book has lots of the o_e= /O/ spellings we've been working on! This book is about a dog who wants to play with Jo. The dog imagines all the fun things they can do together like eat ice cream and roll down a hill. But we don't know if Jo is home to play with the dog! You'll have to read the book to find out if the dog and Jo get to play together! First I want each of you to quietly read the book to yourself and I'm going to come by and get you to read a page to me out loud. (As children are reading quietly to themselves, I'm going to walk around and have each child read a page to me individually. Once I have assessed all of their reading, we'll go back to small group). Now we're going to read this book together!" (Read book out loud).

7. "Everyone did so awesome today! We're going to do this worksheet to review. These words are missing some letters. Fill in the o and silent e, and then color the pictures above the word you wrote! (Collect worksheet from children when done and assess their progress).

References:

Assessment worksheet: http://www.funfonix.com/worksheets/book3_page20.php

Noie Yancey (2011), Oh, Oh, My Knee Hurts: http://www.auburn.edu/academic/education/reading_genie/invitations/yanceybr.htm

Murray, G. (2004) Jakes joke. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/bookindex.html

 

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