OOOOOOH NOOOOOO
Rationale: The
lesson will teach the letter o_e = /O/ correspondence.
Associating sounds with a familiar phrase will allow the student to
recognize the sound in spoken and written words.
This will help students identify /O/ sound in written and spoken words to
aid in decoding and blending.
Materials:
Paper Elkonin boxes (six), letter tiles (t,o,n,e,d,,m,r,c,h,k,,
picture of spilled milk, with child saying “oh no”, letterbox words written on
notecards, Is Jo Home?, assessment worksheet,
Primary paper and pencils
Procedures:
1. The /O/ sound can be made with the long ‘o’ and silent
‘e’ (o_e = /O/). When I say the
long /O/ sound it sounds like I’m saying “Oh No!”.
It sounds like someone’s upset about something, like if they spilled
milk, just like in this picture.
When you see a word with an o and an e like in ‘home’ the o sounds like /O/, the
name of the letter, and the e is a silent signal.
2. We’re going to say “OOOOOH NOOOOO” together.
What shape do our lips make when we say /O/?
When you say /O/ your lips should be shaped like an ‘o’.
I’m going to listen for /O/ in
tone. My lips made an ‘o’ shape
when I said tone so it must have the
long /O/ sound. I’m going to listen
to see if it’s in ton. My lips didn’t
make the ‘o’ shape so it must not have the long /O/ sound.
Now I want you to try it.
Put your hands on your face like you’re saying “OOOOH NOOOO” when you hear the
/O/ sound.
Lone, laugh, done, bone, hide, nod, home.
3. I’m going to show you how to spell a word with o_e
= /O/. I’m going to practice with
home. “If I go home, will you go too?”
Home has three phonemes so I’m
going to use three boxes. I heard
/O/ after /h/so I’m going to put it in the second box.
I know the ‘e’ is silent so I’m going to put that last, on the outside of
the boxes. I also heard /m/ after
the /O/. That sounds right,
/h//o//m//e/. /h/ sounds like the
beginning of the word so ‘h’ goes at the beginning of the word.
4. We’re going
to do a letterbox lesson. You’re
going to start with three boxes for dome.
Where would you put that silent ‘e’?
Now let’s try tone, dote, mode,
and drone, choke.
5. I’m going
to show you how to read words with o_e like bone.
/b//o//n/, no that’s no right because there’s an ‘e’ at the end.
/b//O/n//e/. Now I want you to read the words to me. (tone, dote, mode,
drone, choke). Test individual
knowledge of words.
6. I have a book called Is Jo Home. Will you read it
to me? This is a story of a girl
named Jo and a dog who likes to spend time with her.
He dreams of all the things they’ll get to do together when Jo gets home.
What do you think they will end up doing?
7. “You’re doing a great job with o_e = /O/ and I want you
to show me how much you’ve learned.
There are words on your paper and I want you to circle the words with the /O/
sound.
Reference:
“Mr. Cloak Lads his Boat with
Oats” by Leah Steiner
http://www.auburn.edu/~murraba/begin/steinerbr.html
Is Jo Home? Educational
Insights, 1990. Print.