Uh Oh,

Boa Ripped his Coat! 


Beginning Reading Lesson  

 Sharon Masterson

Rationale: 

In order to be able to read, children must learn to recognize the spellings that map word pronunciations. This lesson teaches children about the correspondence oa=/O/. They will be able to recognize the /O/ sound in spoken and written words in connection with the letter representation of oa. They will learn a meaningful representation, a man saying "uh OH", they will spell and read words containing this spelling in a letterbox lesson, and read a decodable book that focuses on the correspondence oa=/O/.
 

Materials:

Graphic image of a man saying uh oh with a coat on, white board 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, sea, foam, boat, roach, float,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

        

Procedures:

1.    Say: 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 long vowel sounds including: ea= /E/ and a_e=/A/. Today we are learning a new correspondence oa=/O/. Before we begin, let's review o=/o/. Your mouth makes a small o shape and you make the sound ahhh like you're yawning and raise your hand up to cover my mouth. That's the short vowel o, now let's begin to learn the long vowel O. 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.    Say: Before we learn about the spelling of /O/, we need to listen for it in some words. When we listen for /O/ in words, I hear the uh oh and my lips make a little o shape like this. (make vocal gesture for /O/). Let me show you how to find the /O/ in a word. Let’s listen at the word, boat. Let’s 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! I felt my lips make the little o shape so I know it said /O/. Do you see that it is in the middle of the word, where oa is. So oa makes /O/. Now let’s look at the word lot, remember to put your hands up if you hear the /O/ sound, llllllooooootttt. I don’t think I heard /O/, I’m going to stretch it out one more time, l-ooooooo-t. Now I am sure, I didn’t hear it so I don’t put my hands up.

 

3.    Say: Now we are going to spell some oa words with our letterboxes. (Each student will have their own letterboxes to use.) I will show you how to do this first. I will spell the word coat in the letterboxes. I hear /c/ so I know the c goes first. Then I hear that /O/ sound; so I am going to put oa in the next box. Then that /t/ sound finishes the word with t in the last box. So that spells 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. Say: 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 your partner read it. When you are done switch. Here I will model one for you. This card says bloat, I know this because I remembered that oa says /O/ and b says /b/ and l says /l/ so that’s bloa and t says /t/ for bloat.

 

5.    Pseudowords:  Say: 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, poal, ploat, soach)

 

6.    Book Talk: Say:Has anyone ever been on a boat? Well Bill and Kate are brother and sister and they love to ride on their Pops 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 reading.)

 

 

Assessment: Each child will also come up to me one at a time and read pseudoword and I will mark if they can read them or not.

Resources: Sims, Matt. "The Sea Foam." High Noon Books. Novato, CA: 2002.

Livingston, Charlotte. (2009).Uh Oh, Boa Ripped his Coat! A beginning reading design created by Charlotte Livingston. Auburn University, Reading Genie Website. http://www.auburn.edu/academic/education/reading_genie/solutions/livingstonbr.htm.

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