Oh My! Long O is all Over the Place!
Beginning Reading
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