Oh Me, Oh My!
By Adrian Snider
I. Rationale: Today we are going to lean the long vowel correspondence o_e = /O/. It Is Important for students to learn that the silent e at the end of a word makes the O say its name. Students will learn the /O/ sound by looking at a picture of a shocked little kid, who Is thinking "Oh me, oh my!" During this lesson the students will spell and read words during a letter box lesson and then afterwards read a decodable book with the o_e = /O/ correspondence.
II. Materials: Graphic Image of a shocked little kid with "Oh me, Oh my!" printed underneath. Whiteboard letter box to model with, letter boxes for each students, letters for each students, magnetic letters for the teacher, words written out on the board (owe, tote, nose, joke, froze, stove, stone, strote), decodable book Jake's Joke by Geri Murray, worksheet.
III. Say: Today we are going to learn how to read and spell words that have a long O in them. As you already know the short o is In words such as mop and makes the o = /o/ sound. The long O sounds just like it's name. The long O Is In words that are spelled with an O, then has a consonant letter, and ends with a silent e. To help remember the sound the long O makes I have a picture of a shocked little boy thinking "Oh Me, Oh My!"
IV. Say: Now I am going to say some words with /O/ In them and I want you to listen for the /O/ sound. The O makes the sound of It's name /O/. Whenever I say /O/ my mouth Is open the same way the shocked little boy's mouth Is open In the picture. I will demonstrate the /O/ now and I want you to watch my lips and listen for me to say the O name: stove. Did you see my mouth make the shape of the little boy's mouth In the picture? Did you hear me make /O/ in the word? Do you hear /O/ in the word mop? I don't hear it. Now I am going to say a few words and if you hear the /O/ I want you to raise your hand. Hose, Top, Rose, Joke, Tote, Sock.
V. Model: Now I am going to try to spell the word home. "I will go home after school." I am going to spell the words In my letterbox. The first step In trying to spell the word home In my letterbox Is to figure out how many phonemes are In the word. How many different sounds to I hear when I say the word home? /h/ /O/ /m/. Three different sounds, so I need three different boxes for my letterbox. We learned earlier that to make the long O sound there must be a silent e at the end. Because the e Is silent and does not make It's on sound, the e will go outside the third letterbox. Now I am going to try to spell home. /h/ Is the first sound I hear, /h/ Is the sound h makes, so I will put a h In the first box. Next, I hear /O/, that's the sound we have been practicing today, so I will put an O In the second letterbox. The last sound I hear Is /m/, the letter that makes that sound Is m.
Now, I am going to read a /O/ word. (Have the word rose written on the board). I know that because there Is an o_e In the word that the O will make the /O/. The r makes /r/. /r/ /O/ _e . The s makes /s/. /rOs/e. Rose. "I picked a rose from the garden."
VI. Say: Now you are going to use your letterboxes to spell words. We will start off with two boxes and I want you to spell the word owe. "I owe you five dollars." Remember that the silent e goes outside the last box. (walk around the room). Now we are going to spell a word that needs three boxes: tote. "I carried my clothes In a tote bag." Spell the rest of the words and have a sentence along with them. (Nose, joke, froze, stove, stone).
Now, we are going to read the words together as a class off the board. Read owe, tote, nose, joke, froze, stove, stone. Also have the pseudo word strote.
VII. Say: Now we are going to read the book Jake's Joke. This book is on the compute, so we are going to partner up and read the book on tablets. This book Is about a boy named Nate who has a pet snake. Nate Is visiting his friends, and just as he Is about to go to fly back home he realizes he has lost his pet snake, Jake. Nate looks everywhere for Jake. Will he be able to find him? Take turns reading the story with your partner to find out.
VIII. Say: To finish up our o_e = /O/ lesson, you are going to do a worksheet Individually. With this worksheet you will look at the picture, and then finish spelling the word below the picture. Turn In the worksheet after you finish so I can make sure everyone understand o_e = /O/.
IX. Assessment: Have the students read a list of pseudowords Individually to the teacher. Words- stote, plote, plope, chote, chode, mog, pog, vog, stog, dop, fop, bot, mot, stot.
Murray, Geri, Oh, I Didn't Know: http://www.auburn.edu/rdggenie/BRMurrayG.htm
Murray, G. (2004) Jakes Joke. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/bookindex.html
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