Beginning Reading Design
Rationale: This lesson teaches children about the long vowel correspondence o_e = /O/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson, children will learn to recognize, spell, and read words containing the spelling o_e. They will learn a meaningful representation (Oh no!!), spell and read words containing this spelling in a Letterbox Lesson, and read a decodable book that focuses on the correspondence o_e=/O/. We will also practice a fun tongue twister with this "Oh no!!" sound,
Materials: Picture of woman making "Oh no!" face, Cover-up critter, Decodable book: "Jake's Joke", letterboxes and letters for each students [o, e, r, d, v, s, n, t, g, l, h, k, m, p], word cards [home, globe, drove, rope, snore, strode, smoke], assessment worksheet, picture of tongue tickler
1. "In order to become expert readers, we need to learn the code that tells us how to pronounce words. We have already learned to read all short vowel words with a, like cat, as well as some long vowels like A when you say came. Today we are going to learn about words with the long O sound. These words will have the silent e at the end that is used to make O say its name, /O/."
2. "Before we learn how to spell /O/, we are going to listen for it in some words that I say. When I say /O/ I feel my lower jaw drop while I breathe out. Watch my mouth as I say a word with /O/ in it. H-O-O-O-M-E. Did you see how my jaw dropped, making my mouth an "O" shape, and I breathed out? That means that there was a long O in the word. Now you say it… h-oooo-m-e. If you hear the long O sound in these words, I want you to make an "Oh no!!" face like the woman in our picture, as if something has gone wrong. If you do not hear the long O sound, shake your head no. Do you hear /O/ in: tone, ten, globe, broke, brown?"
3. "Now that we know what /O/ sounds like, we can look at the spelling of it. One way to spell /O/ is with the letter o and a signal e at the end of the word to tell me to say O's name. (Write o_e on the board for example.) This blank line here means there is a consonant after o, and at the end of the word there is a little silent e signal. What if I want to spell the word home for the sentence "I love going home to see my dogs."? To spell home in letterboxes, first I need to count how many phonemes are in the word. I'll stretch it out and count: /h/ /O/ /m/. I need 3 boxes. I hear the /O/ just before the /m/ so I'm going to put the O in the 2nd box and the silent e signal outside the last box. Home starts with a /h/ so put an h in the first box. After the O sound I hear an mmmm, so put an m in the 3rd box." (I will point to the letters as I am making them so the children can see.)
4. "Now I am going to have you spell some words in letterboxes. The words will start out easy with just 3 boxes for the word 'bone'. What letter goes in the first box? That's right! B! In the next box we need to remember that there is a silent e at the end of the sentence which makes the vowel long. Who can tell me what goes in the 2nd box? Long O! Good job! I hear an nnnn at the end of bone, who can tell me what letter that is? Remember the silent e goes after the last box. You'll need 4 letterboxes for the next word. Listen for the beginning sound that does in the first box. Then listen for /O/ and don't forget to put the signal silent e at the end, outside the boxes. Here's the word: globe, I can see all of the continents and oceans on the globe'. [Allow student to spell word.] Alright, it's time to check your work! Watch how I spell it in my letterboxes on the board (or on the paper): g-l-o-b-e and see if you've spelled it the same way. I will let students spell drove, rope, snore, strode, and smoke as well and scaffold them along the way."
5. "Now I am going to let you read the words that you just spelled on your letterbox. First, I am going to show you how to read a tough word. [Display index card with stove and model the reading word.] I see there is a silent e at the end of the word which reminds me that this vowel will be saying its name. I'm going to use a cover-up to get the first part. [uncover and blend sequentially before the vowel, then blend with the vowel.] Sound out slowly /s/m/=/sm/. Now I'm going to blend with the /O/ = /smO/. Now all I need is the end, /k/ = /smOk/. Smoke; that's it! Now it's your turn, let's do it together." [Have students read word in unison. Afterwards, let individuals read one word on the list.]
6. "You've done a great job with reading words with our new spelling for /O/= o_e. Now we are going to read a book called Jake's Joke. Jake is Nate's snake that he loves so much and they had been out of town to visit friends. The time comes to go home, but when Nate opens Jake's cage, Jake is not there! Nate has to catch his plane home, so will he have to leave Jake? We are going to have to keep reading to find out! [If in a group of 6 or more, have the students pair up to read together.] After you and your partner have read sit quietly as everyone else finishes and we will talk about what happened in the story!
7. "That was a fun story. Did Nate find his snake? How do you think Nate would have found if Jake was never found? Before we finish up with our lesson about one way to spell /O/ = o_e, I want you to complete the worksheet I am handing out. You will read the sentences on the left side of the page, and as you read, you will circle the pictures that represent the long-O words you read in the passages. Listen as you read to yourself in your head for the long "Oh no!" sound in words."
8. [Once done with the worksheet] "Let's practice our new o_e = /O/ correspondence with this fun tongue twister! "Mr. Jones joked when he broke the globe at home"
Decodable book PowerPoint: http://www.auburn.edu/academic/education/reading_genie/bookindex.html
Murray, Bruce. Teaching Letter Recognition. http://www.auburn.edu/academic/education/reading_genie/letters.html
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