Ms.
Dyess
Oh no, look at Joe!
A Beginning Reading Lesson 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 (surprised mother saying Oh!), they will spell and read words containing this spelling in a Letterbox lesson, and read a decodable book that focuses on the correspondence o_e = /O/.
Materials:
- Graphic image of surprised mother
- cover-up critter
- whiteboard for modeling LBL, and individual letter boxes for each student
- plastic letter manipulatives for each child and magnetic letters for teacher: b, c, e, k, l, m, n, o, p, r, s, t, w
- list of spelling words on poster or whiteboard to read: owe, pole, rose, bone, sock, smoke, stroke
- decodable text: The Smoke Scare
- assessment worksheet.
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 short vowel words with o, like top, and today we are going to learn about long O and the silent e signal that is used to make O say its name, /O/. When I say /O/ I think of a surprised mother saying “Oh no, look at Joe!” [show graphic image].
2. Say: Before we learn about the spelling of /O/, we need to listen for it in some words. When I listen for /O/ in words, I hear o say its name /O/ and my lips make a little o shape like this. [Make vocal gesture for /O/.] I’ll show you first: code. I heard o say its name and I felt my lips make a little o [make a circle motion around pursed lips]. There is a long O in code. Now I’m going to see if it’s in tool. Hmm, I didn’t hear o say its name and my lips didn’t make that round little o. Now you try. If you hear /O/ say, “Oh no, look at Joe!” If you don’t hear /O/ say, “That’s not it.” Is it in robe, towel, over, under, bone, skin? [Have children make a circle motion around their pursed lips when they feel /O/ say its name.] Oh?
3. Say: Now let’s look at the spelling of /O/ that we’ll learn today. 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.] 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 broke? “The bowl fell off the table and it broke.” Broke means separate into many pieces in this sentence. To spell broke in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /b//r//O//k/. I need 4 boxes. I heard that /O/ just before the /k/ so I’m going to put an o in the 4th box and the silent e signal outside the last box. The word starts with /b/, that’s easy; I need a b. Now it gets a little tricky so I’m going to say it slowly, /b//r//O//k/. I think I heard /r/ so I’ll put a t right after the b. I have one empty box now. [Point to letters in boxes when stretching out the word: /b//r//O//k/.] The missing one is /k/ = k.
4. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for owe. If you owe something, you need to give someone something, “Sally bought me dinner, so now I owe her $5.” What should go in the first box? [Respond to children’s answers]. What goes in the second box? What about silent e, did you remember to put it outside the boxes? I’ll check your spelling while I walk around the room. [Observe progress.] You’ll need three letterboxes for the next word. Listen for the beginning sound that goes 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: pole, I hung the flag on the pole; pole. [Allow children to spell words.] Time to check your work. Watch how I spell it in my letterboxes on the board: p – o – l – e and see if you’ve spelled it the same way. Try another with three boxes: rose; He gave his girlfriend a red rose. [Have volunteer spell it in the letterbox on the front board for children to check their work. Repeat this step for each new word.] Next word: bone, he gave his dog a bone; bone. [Allow children to spell the word.] Let’s check our work. Watch me spell it on the board: b – o – n – e. Next word. Listen to see if this word has /O/ in it before you spell it: sock; put on your sock before you put on your show. Did you need a silent e? Why not? Right, because we don’t hear o say its name. We spell it with our short vowel o. [volunteer spells it on the front board.] Did you remember to spell /k/ with a ck? Now let’s try 4 phonemes: smoke; there was a lot of smoke coming from the fire. [Give students time to spell word.] Let’s spell this one together to check ourselves. Smoke: s – m – o – k – e. One more then we’re done with spelling, and this time you need five boxes: stroke; Sometimes my mom will stroke my hair and it feels good. [Give students time to spell it.] This is a long one, so let’s spell it together. Stroke: s – t – r – o – k – e. Remember to stretch it out to get this tough word.
5. Say: Now I am going to let you read the words you’ve spelled, but first I’ll show you how I would read a tough word. [Display poster with smoke on the top and model reading the word.] First I see there’s a silent e on the end; that’s my signal that the vowel will say its name. There’s the vowel o. It must say /O/. 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.] /s//m/ = /sm/. Now I’m going to blend that with /O/ = /smO/. Now all I need is the end, /k/ = /smOk/. Smoke; that’s it. Now it’s your turn, everyone together. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.] s m o k e
6. Say: You’ve done a great job and reading words with our new spelling for /O/: o_e. Now we are going to read a book called The Smoke Scare. This is a story of a boy named Ben who wakes up for school one morning and feels sick. Ben goes to the boat to get his coat and falls asleep, and when he wakes up he runs back to his house. When he gets home he smells smoke. Let’s pair up and take turns reading The Smoke Scare to find out where the smoke is coming from. [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads The Smoke Scare aloud together, and stops between page turns to discuss the plot.]
7. Say: That was a fun story. Where was the smoke coming from? Right, Lad had tipped the grill over. Why was Mom happy with Ben? Right, she said he just may have saved Lad and the house. Before we finish up with our lesson about one way to spell /O/ = o_e, I want to see if you can read and spell more /O/ words. On this worksheet, we have some words listed. Your job is to read the words, trace over the dotted lines of the word, and then right the word on your own. First try reading all the words listed out loud to your shoulder partner, then trace and write the words. Go back and check your work to make sure you wrote everything correctly. [Collect worksheets to evaluate individual child progress.]
Resources:
Noie Yancey, Oh, Oh, My Knee Hurts: http://www.auburn.edu/academic/education/reading_genie/invitations/yanceybr.htm
Murray, G. (200g) The smoke scare. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/bookindex.html
Assessment worksheet: http://www.kidslearningstation.com/spelling/2nd-grade/worksheets/spelling-worksheet-trace-long-o-words.pdf
