OOOOOOH NOOOOOO

Beginning Literacy

By: Lindsay B.

 

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

Photo Image From: http://www.jacketflap.com/megablog/?blogid=3421

http://www.auburn.edu/~murraba/begin/steinerbr.html

Is Jo Home? Educational Insights, 1990. Print.

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