Miss Rachel's Reading Resources

Rationale:  

Children should understand that all letters stand for phonemes and that spellings map out the phonemes found in spoken words. This lesson will help children identify /O/, the phoneme represented by o_e, ow, and oa. Students will learn to recognize /O/ in spoken words by learning a meaningful representation (hold a pretend globe above your head; and go travel the globe) and the letter symbol o_e, ow, and oa, practice finding /O/ in words, and apply phoneme awareness with /O/ in letter box lesson.  

Materials:  

Elkonin boxes, letter tiles (t, o, a, e, d, f, g, s, w, l, b, h, p, k), dry erase board, marker and eraser; word cards with HOPE, POP, TOAD, BAT, SHOE, ON; Bo and Rose(one for each student), worksheet

Procedures:

1. Begin by asking students to think of some words with the /O/ sound. Write these words on the dry erase board.

2. Explain to students the different ways to make the /O/ sound (o_e, oa, and ow).

3. Lead students a tongue- twister. Say: listen closely to this sentence and then we’ll all try it together! Throw Oakley’s bone to those Oapie fellows. Now everyone say it together- Throw Oakley’s bone to those Oapie fellows.

4. Say: Now let’s drag out the tongue-twister. Throoowww Oooaaakley’s booone to thooose Oooaaapie fellooowwws.

5. Say: Okay, it’s time for our letter box lesson. Remember class, if two letters walk together to make one sound they stand in the same box! We’ll do one together to begin (draw 3 boxes on the board). Class, I want to spell toad. I’m going to put the t in the first box, the /O/ in the second box and the d in the last. Okay now everyone try it with me! Get two letterboxes and spell ows…now show. Okay, now get three letterboxes and spell tote…now spell oats. Add another to have four letterboxes. Spell frog…globe…float…poke…flope. Great job, class!

6. Say: I’ll spell the words without letterboxes and you read them together (write the words on the board one at a time and let the kids read them).

7. Say: today we’ll read Bo and Rose. When you get to words with the /O/ sound write it on a piece of paper. After we’re all done reading we’ll compare our lists.

8. Say: I’m passing out a worksheet for you to practice. Read the sentences silently and circle the words with the /O/ sound. When you’re done put your pencil down and wait for us to go over it together.

 

References:
Pieplow, Jessica. (2003) Load the Boat to Travel the Moat.  A beginning reading design created by Jessica

 

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