Uh Oh,
Boa ripped his coat!
Beginning
Reading
Rationale:
Skilled readers know
all their phonemes; even their long vowels. Students must be able to
recognize phonemes in spoken words. Phonemes are used to decode words.
To be successful in reading children must be able to decode words so
they become sight words. Students must also be aware of the
correspondence between phonemes and graphemes. Long vowels are just as
important to learn as short vowels. The phoneme /O/
has many different corresponding graphemes which can be hard for
children to grasp. This lesson's correspondence is oa=/O/. Children can
learn this correspondence by locating /O/ in words, reading decodable
books, and learning meaningful representations.
Materials:
Whiteboard and marker
Letterboxes for each student
Letter tiles for each student : o, a, t, b, f, m, s, e, r, c, h, l
Index cards for each pair of students : oat, foam, boat, roach, float, sea
Copy of "The Sea Foam" for each student
Tape recorder for each student
Check sheets and paper for assessment
Pseudowords on index
cards: doat, oap, ploat, soach
Procedures:
1. First I will review that we learned long vowel sounds over the past few week including: / ea=/E/, and a_e=/A/. I will tell the students that we are learning a new correspondence oa=/O/ today. This is another long vowel we need to know to be a skilled reader. I will have the letters oa on a whiteboard. "Have any of you seen oa in a word before? oa makes the sound /O/. Whenever I make a mistake or spill something I say "uh oh." Can you say "uh oh" for me and put your hand in the air? When you say "uh oh" do you hear the /O/ sound? Well when the letters oa are put together they make that /O/ sound. Whenever you hear or read that /O/ sound today I want you to say "uh oh" and lift your hands like you made a mistake."
2.
I will show them how
to find oa in a word. "Let me show you how to find the /O/ in a word."
On the whiteboard I will write boat. " Does anyone know that this word
is? It says boat. Lets stretch out the word and listen for the /O/
sound. Remember to put up your 'uh oh' hands if you hear /O/.
B-b-b-b-o-o-o-o-a-a-a-t-t-t. Did you hear that /O/ sound in boat? I did
too! Do you see that it is in the middle of the word, where oa is. So
oa makes /O/.
3.
2 phonemes: oat
3 phonemes: boat, foam, sea, roach
4 phonemes: float
4. Now I will have those 6 words written on index cards for the students to partner up and read to each other. "I want you to find a partner and raise your hand when you have that partner. Then I will give you each a deck of index cards. There are 6 cards with one word on each. I want you to hold up the card for your partner and have them read it. When you are done switch. Here I will model one for you. This card says coat."
5. Pseudowords: "I want you to read some made up words for me now. For example, this word (on board) says toam. Do you hear that /oa/? Now I will call each of you up at a time to read these words for me." (doat, opa, ploat, soach)
6.
Book Talk: "Has
anyone ever been on a boat? Well Bill and Kate are brother and sister
and they love to ride on their Pop���s boat. His boat is called Sea
Foam. But today when they are on the boat there is no sun! They become
stranded at a reef on the Sea Foam because it is so dark. Will they get
back home? Looks like you will have to read the book to find out."The
students will go to the reading center and read "The Sea Foam" and
record themselves.
Assessment:
I will be able to
assess the students throughout the lesson. When they are doing the
letterbox lesson I will walk around and make notes. When they are in
partners reading the index cards I will also walk around and make notes
on each student. The most valuable assessment will be the reading. Each
child will have recorded his or her reading on tape so I can listen to
them on my own time and make miscue notes. Each child will also come up
to me one at a time and read pseudowords.
Resources:
Sims, Matt. "The Sea
Foam." High Noon Books. Novato, CA: 2002.