Oh Oh, It’s Magic, the Long O

Beginning to Read

By: Brittney Nobles


            In order for students to be successful readers they need to understand first that each letter in the alphabet represents a different phoneme. When the students learn more about the letter- sound correspondences, they can become more fluent in reading and better decoders. Today, we are going to learn the correspondence o_e=/O/. We will accomplish this by using tongue ticklers, letterboxes, and whole text reading.



-          Copy of Bo and Rose by: Shelia Cushman. Published in 1990 by Educational Insights.

-          Tongue Tickler- “ Opie Owns an Old Oak Oboe” (On Chart)

-          Dry Erase Board or Smart board

-          Elkonin Boxes for each student

-          Letter tiles for each student-

o   d, r, o, v, e, s, m, k, t, n, g, p.

-          Giant Letterbox words on individual flashcards

-          Assessment worksheet

-          Letterbox words on note cards for individual assessment

o   drove, smoke, stove, snore, dog, nose, mop, sock



1. Our written language is a code that we have to learn in able to understand. The tricky parts are trying to learn what each letter stands for and the different moves our mouths make as we say them. Today we will be learning about o_e= /O/. We spell the /O/ sound with o_e. An example of this is in the word Rose. The o_ e make /O/ say /O/. O is the shape that our mouths make when we say the letter O. We say O when we understand something. Therefore, today we will nod our heads as if saying “Oh, I see!” when we hear or speak of the letter O.


2. Let’s pratice. Let’s all pretend that we just figured out something and nod our heads and say “Oh, I see!” Does anyone notice that their mouth is open when we say “Oh”?  Let’s say “Oh” together, “OOOh!”. When we say the /O. sound we open our mouths and drop our bottom jaw.


3.  Now let me show you how you can find the /O/ sound in the word hose. I am going to streatch our the word hose by saying it slowly. I want you to watch me and listen for the sound of someone trying to say “Oh”. Hhh-ooo-sss-ee. Ok, now we will try it even slower Hhhhhhh-oooooo-sssss-eeeee. Did you hear it? I did! I felt my mouth open and my bottom draw drop, and my vocal cords made a sound come out of my mouth. I definitely heard the /O/ sound it hose.


4. We are now going to see if we can hear the long O sound in words. I am going to call on students to answer my questions and I want you to explain how you came up with that answer. If you hear the /O/ sound I want you to nod your head for me and say “Oh”. Here is an example: Globe- Gggg-llllll-ooooo(nod head and say Oh)—bbbb—eee. Now I want you to give it a try: Do you hear /O/ in rode? How about Stove? How about snore? Good!


6. I will now give each student a set of Elkonin boxes and the appropriate letter tiles needed. I will also have an example of the boxes drawn on the board to use as an example and as a toll if students have any questions. We are now going to spell some words that have the /O/ sound using our letterboxes. There will also be some review short o words in there so pay attention. I will model how to do the word rose. Rrrr-ooo-sss-eee. The first phoneme I heard was /r/ so I will put that in my first box. Next, I heard /o/ and it was followed by /s/ so I will put those letters in boxes two and three. What comes next to make the long O sound? That’s write I will put e at the end, and it goes outside of the boxes because the e makes the o say it’s name. Now it’s your turn to spell some words so place your letters in front of you in a nice straight line. Ok everyone place three boxes out in front of you and we will begin- 3 phoneme words are: dog, nose, mop, sock( some review words). Now you need 4 boxes- drove, smoke, stove, snore


7. Next, we will coral read “Bo and Rose”.  Bo and Rose is about a goat who gets go and no mixed up.  One day while his owner is tying him up he starts to chew on his rope. When his owner tells him no he things it means go! Let’s finish the story to see what happens! Give each student a copy of the book.


8. To assess the students have them come up one by one to my desk and read the note cards.




Shelia Cushman. Bo and Rose”. Phonics Readers Long Vowels. Educational Insights, 1990.


Stockdale, Audrey. O-O-O-O,-O I get it!.http://www.auburn.edu/academic/education/reading_genie/odysseys/stoc kdalebr.html


Return to Invitations Index