Oh! Let’s
go Home!
Beginning
to Read
Erin Dyle
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 have some of the
trickier
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 is going to be
accomplished by presenting that the letters o_e says /O/. The students
will spell words with the /O/ sound using Elkonin letterboxes and then
apply the
spelling strategies to reading.
Materials:
6
box Elkonin letter boxes for each students,
individual
plastic bags with the letters:{a, e, o, f, z, b, h, t, s, n, r, k,
l, c, m}for
each student,
large
teacher size letters: { a, e, o, f, z, b, h, t, s, n, r, k, l, c, m
}
with Velcro on back,
large
dry erase board with Velcro strips,
classroom
set of the book, Is Jo Home? (By Shelia Cushman, Educational
Insights)
Procedures:
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 someone to come help me spell a word with big letters. I
want
everyone to make sure they are spelling the word right.” 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; tree, place, brain,
crave,
smile. After each student has spelled a word, I will ask the others
if they
agree with the spelling. If not then we
will correct the spelling as a group
- Explain to the students what the goal of the lesson today is,
“Alright
kids,
today we are going to have some awesome fun! We are going to spell and
read
words with the /O/ sound in them. You make the sound when you get
excited about
something like, OH, Yeah! You are going to be able to read some tricky
words
like stone, much easier and much faster after this!”
- Ask the students, “Do you hear the /O/ in the word stone? Say
with me
the
sounds in stone. /s/, /t/, /O/, /n/. I heard the /O/ too! But there is
one silent
sound that we don’t hear. Can anyone
tell me what that sound is? That’s
right, the e on the end. Remember with long /A/ that
there was a
silent e? Well, we can remember
this easier because it’s the same with long /O/.”
- Model for the students. “Long vowels can sometimes be hard for us
to
hear. Let’s try together in the word
stone. I hear ssss, tttt, O, nnnn.
Now remember, I don’t hear the
e. Raise your hand if you can remember
why”. I wait for someone to raise their
hand hopefully. “That’s right! It’s
because it’s silent on the end! Great
job!” 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 helping O say its name.
Does
anyone have any questions so far?” I
will help students with any questions they have now.
If the question will be covered later in the
lesson, I will say “That’s a great question; we’re going to get to that
in just
a minute!”
- Students will now practice spelling the /O/ sound. Give each
student a
plastic
bag with letters in them and an Elkonin box. It should be explained
that each
box represents a sound, not a letter. It’s
important to emphasize that if a letter does not make a sound it should
not be
put in a box. “Now you are going to give
me a chance to see how great you are at spelling words! Take out your
letterboxes
and letters. (Allow time to follow directions). Fold
them in half where only three are showing. Each box
represents a
sound. For example, the word take is a little 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 silent E. Since it does not make a
sound we
place it outside the boxes at the end.” (Model as you give directions
drawing
boxes around the Velcro on the dry erase board.) Next, have the
students spell
words with o_e= /O/. “Using three boxes please spell the word home.
They finally got home. Spell home.” Check each student’s
spelling. For
three boxes repeat with word rose, pole, and can. Have
students
move to four boxes spelling the words; snore, read, broke, close,
and froze.
Have students move to five boxes spelling the word strode, moses.
- Once students have spelled all the words have them look at the
board. You 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 home. Have students whisper the word that you
spelled to
their next door friend and then call on a student to spell the word. Do
this
for all the words the students spelled.
- Students will get in small groups while each student will read
the
decodable text, Is Jo Home? “Students, we will be doing a
reading partner
activity. I
would like for you to get with your usual reading group. You will be
reading Is
Jo Home? This is a story about a little dog who really wants to
play with
his friend Jo. All day long he thinks
about all the things they can do and wonders if she will be home. Chose
which
one of you will go first and start reading to find out if the dog and
Jo ever
play together.” Give the students time so each can read to each other.
- Assessment: Each student will come to you and read Is
Jo
Home? while you make a running records reading miscues.
Reference:
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.
Barton,
Sarah. Reading Genie, Murray,
Bruce. http://www.auburn.edu/rdggenie/constr/bartonbr.html 2005.
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