O-o-o-oh, no-o-o-o!!


Beginning Reading

Meredith Willis

 

Rationale:  Beginning readers often struggle with recognizing a pronouncing vowel sounds correctly.  Some vowel sounds can have multiple phoneme sounds, making it difficult to pronounce certain vowels according to how they are written in words.  One phoneme that gives beginning readers trouble is the vowel o.  In this lesson we will look at the o_e =/O/ correspondence.  They will learn that the vowel o will say its name when it is followed by a consonant and the letter e.

 Materials:

            -Bo and Rose by Sheila Cushman and Rona Kornblum

            -Is Jo Home? By Sheila Cushman and Rona Kornblum

            -picture: “Oh, no!” facial expression

            -letterbox letters: b c d e f h I l m n o p r s t v z

            -letter boxes for each student and the teacher

            -pictures with and without o_e = /O/  note, time (clock), ice, stove, pot, strode(walking)

            -notebook paper and pencil for each student

Procedure:

            1)  Discussion about the sounds that /O/ can make:  “When we see the letter o, what are the sounds that it can make?  (Student Response).  Sometimes the letter o make the o = /o/ (ahh) sound; but sometimes letter o can say its name when we read it or speak it in words."

            2) Special rules:
                 “Letter o can say its name in many words.  One rule we can remember for when o says its name is o_e says /O/.  This would look like this when written: h-o-p-e (underline o and e).  Whenever we read a word that look like this, we would say /O/.

            3)  Picture of “Oh, no!” and sound/picture recognition:  “Have you ever had a problem r had an accident and you heard someone or you said, “Oh, no!”?  This picture shows someone who is thinking, “Oh, no!”  This person’s palms are on either side of their cheeks and their mouth is making the shape of an o.  Show me how to make the “Oh, no” expression with your face.”

            4)  “Now I am going to hold up some pictures.  When we say the word associated with the picture, some make the /O/ sound, but some words make different sounds.”  (Show pictures one at a time)

            Do you hear /O/ in…:

            -note/time
           
-ice/stove
           
-pot/strode

            5)  Letterbox lesson:

                        2- ice, if, to

                        3- hope, time, note, tot

                        4- stove, clone, prize, rock

                        5-stroke, strode, stomp

            Letterbox lesson (cont.)

            “Now we are going to spell some words using our letterboxes.  We will put the words together according to their sounds, then we will read the words aloud.

            -Give example: note /n/ /O/ /t/ e

            “If you hear /O/ in any of the words, make the “Oh, no” face and motions like the picture.  What sound do you hear first?” (S.R.)  Each student will come up and demonstrate how to spell a word on the letterbox lesson in front of the class.  The remaining students will write have individual letterboxes at their desks to complete their interpretation of the word.  These words will be written on a separate sheet of paper each child will be given at the beginning of the lesson. 

            6)  Whole text:  Bo and Rose
          
“I am going to read Bo and Rose.”  Rose has a goat named, Bo, who is very silly.  Rose ties Bo up with a rope; but Bo chews through it and runs away.  Let’s read to find out what kind of trouble he gets into…  When you hear any /O/ sounds I want you to make your “Oh, no” face.

(Choral reading)  Is Jo Home?
         “Now we are going to read Is Jo Home? together.  This story is about a little gray dog that loves to play.  She has a friend named Jo.  The puppy decides to visit Jo one day.  She is hoping that Jo is home so they can have lots of fun together.  Let’s read to find out if Jo is home…  Listen for the /O/ sounds as we read.”

Assessment:  Students will be assessed on identifying and correctly pronouncing o_e =/O/ in spoken and written words found throughout the lesson.  Their interpretation of the spellings of the words will be documented onto their own paper.

References:

            Tew, Melanie.  “It’s O-o-o-obvious That You’re Sick” 2006.
 
http://www.auburn.edu/academic/education/reading_genie/persp/tewbr.html

            Cushman, Sheila & Rona Kornblum.  Bo and Rose.  Educational Insights, 1990.

            Cushman, Sheila & Rona Kornblum.  Is Jo Home?.  Educational Insights, 1990.

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