Oh, Oh It's Magic!
Beginning
Reading Design
Rationale:
This lesson will help students to indentify the long vowel o_e = /O/.
It is important for students to be able to decode words, and
part of doing this is by learning the difference in short and long
vowels.
It is crucial that students understand that all vowels make more
than one sound. They must learn this before they can recognize letters
in words.
The students will learn about the long o sound through direct
instruction, decodable books and pseudo words.
Materials:
Is
Jo Home?
(Phonics
Readers)
Letterboxes
Flashcards
with LBL words on them
Worksheet
(attached)
Lined
paper for message
Regular
pencil
Flashcards
with the words from #1 on procedures
Tongue
twister sheet (attached)
Procedures:
1.
Teacher says: Today we are going to
talk about the letter o.
Did you know that the letter o makes more than
one sound? What sound do you already know o makes?
That���s right is says /o/.
When we see the letter o, then a consonant, and
then the letter e, the letter o says
its name,
/O/.
Let���s look at the word code.
(Show student card with the work
code written on it.) We can see that
the letter o is followed by the consonant d,
and then has the letter
e at the end.
When you say code, do you hear the e
at the end?
/c/ /O/ /d/. No, that���s right we
don���t hear the e because it���s silent.
The
e at the end is there to let you know that the o says /O/ instead of /o/.
Let���s take another word at the word code.
If we take off the e, what word do we have?
(Show a car with the word cod written on it.) Cod, good job!
Now let���s try another word.
(Show a card with the word mop).
What word is this? /m/ /o/ /p/���mop.
Now if I add an e to the end, that changes how we say the word.
(Show a card with the word mope.)
Now what does it say? Mope,
that���s right! Now let���s try the
word��� (Repeat this sequence with the words tot/tote and pose/pos.)
2.
Teacher explains: ���We are going
to practice finding when O says its own name.
I have a tongue twister for us to say to find the sound /O/.
I will say it first, and then we will repeat it together.
���Dopey dove into the cove.���
Let���s say it together, ���Dopey dove into the cove.���
Good job! Now we are going to stretch the /O/ sound out so it is
long.
I will say it again and then we will say it together.
���Doooooopey doooove into the coooove.��� Now let���s say it
together. ���Dooopey dooooove into the cooooove.���
This time when I say it make an o right shape with your hand
when you hear the /O/ sound. ���Dopey dove
into the cove.��� Great job!
3.
The next step is to practice o_e = /O/ using the letter boxes.
The students will have already used this method to learn many
other correspondences before this lesson.
This lesson consists of review words with other long sounds.
The words are broken down into phonemes. The teacher will use a
set of letterboxes to help spell these words.
The
teacher says: Today we are going to use
our letterboxes to help us spell some words using our /O/ sound.
We know that the e is silent, so it will go on
the outside of our letterboxes so that we know the
o says /O/ instead of /o/.
Let me show you how I would spell the word
scope.
The first sound is /s/, so s goes into the first box.
Sssss-ccccc��� The second sound I hear is /k/, so the c goes
into my second box. Sssss-cccc-OOOO���Now
I hear the long O so I put my O into the third box.
Sssss-ccc-OOOO-pppp. I will put the p I hear into my fourth box. I can���t forget the e on the outside that
lets me know the o says /O/!
Now you are going to try some words! It is important to
read each word and use it in a sentence before the child spells it.
The
following words will be used for this LBL.
3
- mote, rope, wave, coke
4
- smoke, thrive, scope, shrove
5-
stroke
After
the letterboxes say: Now read the words
from our letterboxes off of these flashcards.
Great job!!
4.
Teacher says: Now we are going to read the book
Is Jo Home?
This story is about a dog who is walking around trying to
figure out if his friend Jo is home. He
searches everywhere for him. Do you think
that the puppy finds his friend Jo at home?
You will have to read to find out!
5.
Teacher says: Now that we are done reading, it is time to
practice our writing! I want you to write
and tell me what your favorite television show is and why.
If you don���t know how to spell a word it���s okay, just do the
best you can!
6.
Pass out a worksheet for student to review long o with and read
the instructions out loud. This activity
reinforces o_e = /O/. (See attached worksheet). This worksheet can be
used as an assessment as well to see if the students understand
7.
As an assessment, the teacher can ask the students to read the
long O sounds that he/she colored in on their worksheet.
Teacher
says: Great job finding the long o words
on this worksheet. Now I would like you to
read all of the words that you colored.
This
as well as the worksheet will let teachers know if student really
understands long O sounds.
References:
Roberts,
Brittany- ATE not AT
http://www.auburn.edu/academic/education/reading_genie/voyages/robertsbr.html
Adams,
M.J. (1990) Beginning to Read: Thinking and Learning About Print.
Center for the study of Reading and the Reading Research and Education
Center, University of Illinois at Urbana-Champaign.
http://www.free-phonics-worksheets.com/html/phonics_worksheet_v2-11.html#