OH OH My Knee Hurts!!
Rationale: Students have to be able to recognize the letters and their sounds. Students have to understand this relationship fully be able to make correspondence between written letters and phonemes. As beginning readers, it is important to give the students ways to connect the grapheme to the phoneme. Students will learn the correspondence o_e = /O/ in this lesson. Students will learn to recognize /O/ in oral language by learning a fun and memorable gesture to go along with the sound, recognize =/O/ in words. They will practice spelling the /O/ sound with letterboxes, and identify the /O/ sound in the book Bo and Rose.
Materials: Bo and Rose. letterboxes, and letter tiles (b,r,o,k,p,e,s,n,l,c), , white paper, crayons,
1. To begin, introduce the lesson by showing students the picture of a boy holding his hurt knee. Say, Have you ever skinned your knee? I know when I did this on my bike I do like this (Model the hands covering your knee while you say oh oh ohhhh). Can everyone say "O" with me while you while you hold your knee? Now can you really stretch out the /O/ sound like this (model) while we say it again?
2. Sometimes the letter "O" makes the oh, oh, ohhh sound. I am going to say the tongue tickler first. I want to see if we can hear the oh, oh letter "O" in this sentence: Bo has holes in his boat. Now, I want you all will say it with me. Let's be sure to oh oh sound out when we here it. Boo has holes in his booat.
3. Now I want you to listen very carefully for our oh oh /O/ sound. I will say two words and I would like you to tell me which one has the /O/ sound in it. Do you hear /O/ in broke or brown, no or not, bag or bo?
4. Now we're going to try spelling some words with our oh oh /O/ sound. We will be spelling these words using out letterboxes and our letter tiles. Each student will be given letterboxes with the appropriate letter tiles. I am going to spell the word "slope". I am going to say it really slow to make sure I hear all of the sounds I need to spell: sss lll ooo ppp eee.; sss that is the "s" sound, so I know to put a "s" in my first square. slllllope. Next I hear the "lllll" sound. That is the sound an "l" makes, so I know to put an l in the next box. slooope. That was the oh oh sound! I know that sound! The "O" makes that sound, so I am going to put it in the next box. slope. I know that sometimes at the end of words, "e" does not make a sound, so I am going to put the “p” next and the “e” outside of the box. Now you're going to try it.
5. Now we are going to shift into have the students do the letterboxes. Have the children spell the following words: (having review words help students to decode the words not just repeat)
(3) rope, nope, (4) scope, slope
6. Walk around while the students are working on their letterboxes. This is where you observe to make sure that the students are staying on task. Then, have the students read aloud the words they have spelled as you reveal them from the list on the board, one at a time.
7. After the letter box lesson is finish, divide students into reading pairs. Since we have done such a great job learning our oh oh letter "O" we are going to practice our skills by reading a book, Bo and Rose. As, the students are being paired up; give a book talk about Bo and Rose. Rose has this cool goat named Bo and he is her pet. She ties Bo to the fence one day so she could go inside and when she came out Bo was gone. Let’s read on to see if she finds him Take turns reading the book, one page at a time, to your reading partner. Continue to walk around the classroom to monitor the students.
8. To assess the students, we are going to do an activity that will help us remember our oh, oh /O/. Pass out white paper and crayons. Have an example to show students. Have children trace round objects that show the /O/ letter. Students will write "O" in the center of the object students will. Walk around the classroom to observe the students.
Bo and Rose Educational Insights