cheerio

Oh No! I Dropped a Cheerio

A beginning Reading Lesson

By Presley Hawkins

 

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. They will learn a meaningful representation, Oh No, and spell and read words that have the /O/ in a letterbox lesson. Then read a decodable text that focuses on o_e = /O/. The goal for this lesson is for the child to be able to read, spell, and recognize words containing o_e =/O/.

 

Materials: Image of a cheerio in the shape of an O, whiteboard, Letterboxes for each child, and a big letterbox for modeling on the whiteboard, plastic letter tiles for each child, magnetic letter's to model on the board, List of spelling words to read on a poster: code, home, spoke, stove, close, rope, stroke; c,d,e,k,m,o,p,r,s,t, Jake's Joke for each pair of students, and assessment worksheet for each child

 

Procedure:

1.Say: In order for us to become really good readers, we have to know the phonemes and codes that tell us how to pronounce words. I know that you all have already learned the short vowel o, like sock; however, today we are learning the long vowel O and how the silent e makes it say /O/. When I say /O/, I like to think of a child saying "Oh No! I dropped a cheerio!" (Show image of cheerio). Now lets look at the spelling for /O/ that we are going to learn today. (I will write o_e on the board) The blank line in between the o leaves a place for a constant and the e is silent at the end of the word. I like to think of the e as bossy. The bossy e tells the o to make the /O/ sound.

2.Say: Before we spell any words, we are going to listen for the /O/ sound in a few words. When I am listening for the /O/ sound in words, I hear o say /O/ and my mouth makes an o shape just like this (show vocal gesture for o). Let me show you how to listen for the /O/ sound first: cone, I heard the o say its name, /O/, and felt my lips make an o shape. I know that there is a long O in the word cone. Now let's see if /O/ is in the word block. I did not hear /O/ in block and I did not have my lips in a small o shape. Now I want you all to try it. I am going to say some words and if you hear the /O/ sound say "Oh No! I dropped a cheerio," if you do not hear the long O sound then say "I don't hear it." Is /O/ in mode, rain, stone, fun, list, globe?

3.Say: Now we are going to work on spelling o_e words. What if I wanted to spell smoke, like the fire blew up smoke. Before I can put smoke in letterboxes, I need to know how many phonemes are in this word so I will say it slowly and stretch it out to count /s/ /m/ /O/ /k/. I hear 4 phonemes so I know I need 4 boxes. I know the last sound I hear was /k/ so I know the k goes in the last box. Before the k I heard /O/ so I know to put an o in the third box before the k and since the o says /O/, I know to put the bossy e outside of the last box. I know that it starts with /s/ so I know to put an s in the first box. I have one box left so I am going to say the word slowly again and listen for the sound after /s/. /s/ /m/ /O/ /k/, so my missing box (pointing to it) needs an m in it. I now have spelled smoke. Now I will show you how to read a word. (I will show the poster with the word broke and model how to put the sounds together to read it) I will start with o_e because I know that makes the /O/ sound. The I will put the begging sounds with /O/ and I get /b//r//O/ = bro, and finally put the chucks together and add the ending sound to make broke, oh like "I broke my arm riding my bike."

4.Now I want you to use your letterboxes and your plastic letter tiles. We will start out with an easy word and you'll need three boxes for this word, code. A code is a system of symbols used to represent something, such as, "The code to the garage is 12345." Don't forget about that bossy e. Remember to place it outside of the boxes. I am going to be walking around the room checking your spelling. (Observe children working) You will still need three boxes for this word, home. Like, "My home is in Birmingham." (Keep doing this same procedure and have a sentence with each word: spoke, stove, close, rope, stroke.) Now lets read the words you just spelled. I will show you a word on the board and I want the class to read them aloud together: code, home, spoke, stove, close, rope, stroke and add a few other words like, clock, frog, and froke.

5.Now you all have done so great today! We are going to read a book called "Jake's Joke" and it is about a boy names Nate that has a pet snake, named Jake. Nate loves his snake very much. His family had been on vaction and it was time to go home. When Nate goes to check on Jake before the plane leaves, Jake is not there. What is going to happen? Lets read and find out! I want you to pair up and take turns reading this book. (I will be walking around the room observing as the kids are paired up alternating reading every other page. When everyone has finished reading, we will read the book as a class out loud and talk about it.)

6.Our last activity for the o_e lesson will be a worksheet. This worksheet has some sentences on the right side of the page that you should read and then on the left side of the page there are pictures the represent the long O words that you read. Circle those long O pictures. Make sure you listen for the /O/ sound and monitor you lips making a small o shape. (I will collect worksheets to check individual progress)

 

Reference:

Assessment: http://www.funfonix.com/worksheets/book3_page24.php

Jennifer Strickland, "Oh No" http://www.auburn.edu/~jas0041/stricklandbr.htm

Murray, G. (2004) Jakes Joke. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/bookindex.html

 

Return to Transformation Index