Uh Oh, Boa ripped his coat!

boas coat

Beginning Reading

Charlotte Livingston


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.


        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


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.  Now we are going to spell some oa words with our letterboxes. Each student will have their own letterboxes to use."I will show how to do this first. I will spell the word coat in the letterboxes. So the c goes first. Then I hear that /O/ sound; so I am going to put oa in the next box. The t goes in the last letterbox. So that says coat. Now I want you to spell some words for me."

     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.

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