“Ohh, I Knew That!”
Beginning Reading Design
Rationale: It is very important that students know the sounds of the different letters. In order to read, one must be able to recognize the letter and correctly identify the sound that corresponds. In this lesson students will be learning the phoneme /O/. This phoneme is represented by o_e. By learning the sound and the spelling, students will be able to correctly identify o_e as the /O/ sound in different words. This will occur through a letter box lesson, a tongue twister, and reading a decodable book.
Picture of the light bulb saying “Ohh, I Knew That!”
Chart with “Joe broke his toe with a stone at home.”
The book Is Joe Home
Letter box made with cardstock and letter tiles
Worksheet with pictures of a stone, home, cat, bike, bone, bike
1. Introduce the lesson by telling the student: the /O/ sound is made by the letter o. Watch my mouth as I say the /O/ sound “OOOO”. Now I want you to say it with me “OOOO”.
2. Has there ever been a time when you didn’t understand something and then when you finally understood it, it was like a light bulb goes off in your brain and you say “Ohh, I Knew That!” Well, that same /O/ sound is represented by the letters o_e. Here I have a picture of a light bulb going off and pointing their finger in the air saying “Ohh, I Knew That.”
3. Let me show you how to find the /O/ sound in the word “globe.” I’m going to stretch “globe” out super slowly so we can hear all the different sounds that we hear in the word. GGG-LLL-OOO-BBB. Did you hear the /O/ sound? Let’s try it again and you tell me where that sound is: GGG-LLL-OOOOO-(there it is!)-BBB. As I said that word, my mouth also made the shape of an O.
4. Now I want you to help me out with a very tricky tongue twister. First I’m going to say it and you listen, and then you will repeat it after me: “Joe broke his toe with a stone at home.” Now you try it. Now say it three more times and after that we are going to stretch out the /O/ sound in the words that we hear it in. “JOOOe brOOOke his tOOOe with a stOOOne at hOOOme.” Great Job! Now this time we are going to say the /O/ by itself and then the other part of the word after that.” J /O/e br/O/ke his t/O/e with a st/O/ne at h/O/me.”
5. “Now we are going to spell some words that have the /O/ sound in them.” The teacher will model how to use letter tiles in a letter box to spell words. “I am going to show you how to spell the first word with the letter tiles and then you will try spelling the other words on your own. I am going to spell the word “broke”. In this word we hear three sounds /b/ /r/ /O/ /k/ = broke. I will need four letterboxes, because these boxes represent how many sounds are in the word. The first sound is /b/ so I will place the letter b in the first box. The second sound I hear is /r/ so I will place the letter r in the second box .The next sound I hear is /O/- just like the sound we talked about earlier- so I will place the letter o in the third box. The final sound I hear is /k/ so I will place the letter k is in the third box. What letter could go in this last box to make it still sound like /k/? You’re right it’s the letter K. We also have a letter that is silent and is going to go outside of the box. What letter could this be? It’s a silent letter! E is right! My word /b/ /r/ /O/ /k/=broke! Now I am going to let you spell some more words using the letter box and letter tiles on your own!”
6. “Now you are going to be the teacher and read off this list of words. Most of these words have the /O/ sound and there are a couple of them are review words. If you read the word correctly give yourself a check mark, if you can’t figure out the word then circle it and we will come back to it after we have read them all!” [toe, slope, broke, stone, close, globe, stove, stand, stroke]
7. “Now we’re going to read a book called Is Jo Home. This book is about a playful dog who lives down the street from a girl named Jo. The dog day dreams about all the things they will play together when Jo gets home. What all do you think they will do together? Let’s read to find out!”
8. To make sure the student has a full understanding of the /O/ sound, each student will get a page with different pictures on it. Underneath the picture, the word of the picture will be printed. The students will be required to color in the pictures that correspond to the words which contain the /O/ sound. The pictures will be stone, home, cat, bike, bone, and bike.
Assessment: The student will be assessed when completing their letter box lesson, when they play the role of the “teacher” and check off words as they read them, and when the students use their sheet to color pictures of words that contain the /O/ sound.
Cushman, Sheila, and Rona Kornblum. Phonics Readers: Long Vowels. Dominguez Hills, CA.: Educational Insights, 1990. Print.
Langley, Heather. Dr. Ollie /o/.
Image From: http://thehayride.com/tag/environmentalism/
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