Oh My! Long O is all Over the Place!

 

Beginning Reading

 

 Kerry Adkins

 

 

Rationale:  This lesson will help students to recognize the long vowel o_e = /O/. It is critical for students to understand that vowels can make different sounds and be able to distinguish between them to master language skills and reading skills. The students will be learning about Long O through direct instruction, a decodable text, and hands on practice. These activities will provide the students with practice in verbalization, spelling, and reading of words with the Long O vowel.

 

Materials:

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

Tongue Tickler (On Chart)-"Opie Owns an Old Oak Oboe."

Elkonin Boxes for each student.

Letter tiles for each student.- a, b, c, e, f, g, k, l, n, o, p, r, s, t, w.

Dry Erase board or Blackboard.

Giant Letterbox Words on individual flashcards.

Assessment Worksheet made in Microsoft Word containing the pictures and words: cone, smoke, stone, globe, stove, spoke, and snore.  

Letterbox words on note cards for individual assessment: rose, dog, mop, sock, stone, globe, drove, stripe strode stroke.

 

 

Procedures:

1. Our written language is a secret and tricky code that can be difficult to understand. The tricky parts are trying to learn what each letter stands for and the different mouth moves we make as we speak words. In order to master this secret code we need to learn about each individual letter and the sound that it can make. Today we are going to be learning about o_e = /O/. We spell the /O/ sound with and o_e, example: rose. O is the shape that our mouths make when we say the letter O and when we understand something. Therefore, at times today we will nod our heads as if saying "Oh, I see!" when we hear or speak the letter O.

 

2. Let's all pretend we have just figured out something important and nod our heads and say "Oh, I see!" Does anyone notice that their mouth is open when we say "Oh"? Can everyone say "Oh" so I can see your big open mouths? Excellent! When we say the /O/ sound we open our mouths and drop our bottom jaw. Also, we use our vocal cords to push out the /O/ sound. Can everyone touch their throat this time as we say "Oh, I see!"? Did everyone feel that they had sound coming from their vocal cords and out through their big open mouth? That is great!

 

3. Let me show you how you can find the /O/ sound in the word rose. I am going to stretch out the word rose by saying it in slow motion and I want you to watch me and listen for the sound of someone understanding and saying the beginning of "Oh, I see!" Rrr-ooo-sss-ee. Ok, now we will try it even slower Rrrrrrrrr-oooooooo-ssssss-eeeee. I heard it! Did you hear it too? I felt myself open my mouth, drop my bottom jaw, and make a sound come from my vocal cords out through my mouth. I can definitely hear the /O/ sound in the word rose.

 

4. Ok, everyone lets all try a tongue tickler (on chart). "Opie owns an old oak oboe." Now lets all try saying that together three times in a row. Great job! Can we try stretching out the /O/ sound at the beginning of the words? Here we go, "Ooooopie oooowns an oooold oooak oooboe." Try it again and break the /O/ off of each word. "/O/-pie /O/-wns an /O/-ld /O/-ak /O/-boe." Great work everyone!

 

5. We are now going to see if we can hear the Long O sound in words. I will call on students to answer my questions and explain how they came up with their answers. If you hear the /O/ sound I want you to nod your head and say 'Oh". I will give you an example: stone-ssss-ttt-oooo(nod head and say Oh)- nnn-ee. Now you give it a try: Do you hear /O/ in globe? How about stroke? Drove? Let's try something more challenging. Ok, do you hear /O/ in rose or tulip? How about in strode or stripe? Excellent job everyone!

 

6. I will now give each student a set of Elkonin boxes and the appropriate letter tiles. I will have a replica of the boxes drawn on the board to use as an example and as a tool if students have any questions. Ok, we are now going to spell some words that have the /O/ sound using our letterboxes. We are also going to review a few short o = /o/ words.  I will model how to do the word strode. Ss-tt-rrr-oo-dd-eee. The first phoneme I heard was /s/ so it will go in my first box. Next I heard /t/ and it was followed by /r/ so I will put those letters in boxes two and three. What comes after str in strode? That's right /O/ so I will place the letter o in box four and it will be followed by the d in box five. Finally I will place the e outside my last letterbox because the e is the letter that makes the o say its name. Remember that o_e makes the /O/ sound and that is how we get strode and not strod. I would blend the word as I went along and say it out loud one time after I had it spelled correctly. Now it is 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 rose, dog, mop, and sock (review words). Now you need 4 boxes-stone, globe, drove. Finally you need 5 boxes- stripe, strode, stroke.

Give a sentence with each word and give plenty of time for students who may need it. Walk around the room and observe while noting any miscues that you can. After all of the words are complete have the class read the words off of the board or off of giant flashcards.

 

7. Now we are all going to read Bo and Rose in pairs of two. Each of you will take turns reading a page and I will walk around and listen and answer questions if you have any. Before we begin I will complete a quick book talk: Rose has a very sweet goat named Bo who had chewed through his rope and escaped! Will Rose find Bo wandering around town somewhere or will he be gone forever? To find out you have to keep reading.

 

8. After the students have finished reading I will distribute the assessment worksheet for them to do individually. On the worksheet the students will match the o_e =/O/ word to the corresponding picture.  As the students work I will call them individually to my desk to read over the /O/ flashcards one more time to see if I can take any more miscue notes.  I found this worksheet on Wee with EE by Courtney Davis and I changed the words from ee =/E/ to o_e = /O/. The words I used and pictures I used are: cone, smoke, stone, globe, stove, spoke, and snore.  

 

References:

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

 

Helpful Lessons:

Courtney Davis, Wee with EE!:

http://www.auburn.edu/academic/education/reading_genie/solutions/davisbr.htm

 

Whitney Patterson, Easy E Street:

http://www.auburn.edu/academic/education/reading_genie/odysseys/pattersonbr.html

 

 

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