Ow, Now I get it!

Beginning Lesson Design

Taylor Willis

 

Rationale:  Children must learn that spelling maps the pronunciation of words as we read. As students begin to learn to read, they must master the ability to recognize long vowel sounds spelled in a variety of ways.  Through the use of a meaningful representation (a child figuring something out and saying Oh!), explicit instruction, guided practice in a letterbox lesson, and practice reading decodable books students will learn to recognize that ow=/O/.

 

Materials:

·         Picture of "child saying oh!"

·         Assessment worksheet--URL below

·         Elkonin boxes on Smartboard (could draw on dry erase board if not smartboard is available)

·         Smartboard marker (or dry erase if no smartboard is available)

·         Elkonin boxes for each child

·         Letter tiles: b, f, h, l, n, o, r, w, x ; for each child

·         A copy of "Boats at Work, Boats at Play" for each child.

 

Procedures:

1). Say: Ok boys and girls, we all know that to read, we must become experts at looking at the spelling and knowing what it says.   Sometimes, the spelling is very easy to read, and other times,  there are funny combinations of letters that say different sounds.  We learned in kindergarten and first grade that short o says /o/.  Then we learned that o_e says it's name, /O/.  Today we are going to learn a new spelling combination that says /O/. Ow (show the children the picture) says /O/. When I think of the long o sound, I think of a child figuring out something that they thought was hard and saying "Ohhhh."

 

2).  Say: First, we must listen for that /O/ sound in words. I am going to say some words, and if you think it has the /O/ sound in it and see my mouth shape like a little o (show the mouth movement for o), give me a thumbs up.  If you do not hear the /O/ sound or see my mouth make the little o, give me a thumbs down. Our first word is mow. Hmm I think I heard that /O/ sound but I am not sure, let me say it again.  Mmmmm-ooowww. Yes! I heard the /O/ sound and my mouth made a little o.  Let's try another one, Blow.  Yes! My mouth made the o shape when I said the /O/ at the end (show the little o when explaining by making a circle motion around your lips when you are saying it).  Let's try another one, grown.  That one is tough, I heard the /n/ sound at the end, but let's check in the middle. Grrrr-oooowwww-n.  Yup, I heard the /O/ sound in the middle of that word.  Now, let's try one more, house.  I don't think I heard the /O/ sound, I think I heard the /ou/ sound, but let's say it really slow to be sure, hhhh-ooouuuu-sssss. No, I did not hear the /O/ sound in that word.

 

3). Say: Now we are going to look at the spelling of ow words. Because ow makes one sound together, /O/ we only take up one spot in our boxes.  I am going to do an example one, then you guys will do some words on your own.  I am going to spell the word throw. A sentence for this word would be, I like to throw the ball with my dad in the afternoons. Okay, th--r--ow, that needs three letter boxes. The first sound I hear is /th/, th makes that sound, so I put those together in a box.  The next sound is /r/, r makes that sound, so I will put it in my second box.  The last sound is /O/.  I know that one because we talked about it today, ow goes in that box.  So now we have spelled throw.  Now I am going to read some words and you guys are going to use the same techniques I did to spell the words.

Continue with the letterbox lesson, using the following words (After giving each child time to complete the word, show how it would fit in the letter boxes on the board so that they can check their work:

2: [low, show]

3: [box, snow, rob]

4: [flown]

 

After the letterbox lesson, have the children read the following words off of flashcards:

Low, show, pown, box, trow, snow, rob, flown.

 

4). Say: You guys did a great job spelling and reading ow =/O/ words.  Now we are going to get some more practice by reading a book.  We are going to read "Boats at Work, Boats at Play."  There are so many different types of boats, sail boats, tug boats, motor boats, and many more. This story will tell us about all kinds of boats.  At the end, we will talk about what was your favorite type of boat and at center time you can recreate that boat using the materials at the art center.  I would like for you to partner read.  Each person take a turn with each paragraph.  After you have read the story one time through, switch who starts and read it again, this way you will have each read the entire piece.  Have the children read to one another as you walk around the room taking notes about which students are struggling.

 

5). Say: Great job.  Now we are going to do a worksheet so that I can see how well you understand the material.  Work alone and do not talk to your neighbor, I need to see what you understand. Read the directions aloud and have the children begin.

 

References: 

Noie, Yancey.  "OH OH My Knee Hurts!!" http://www.auburn.edu/academic/education/reading_genie/invitations/yanceybr.htm

 

"Boats at Work, Boats at Play." https://docs.google.com/viewer?a=v&q=cache:Ier8cOE3MCcJ:www.pcboe.net/les/elderweb/HARCOURT%2520FILES/First%2520Grade/Decodables/Decodable_Book_8_2nd_Grade_long_vowel_o,_oa,_ow.doc+long+o+%22boats+at+work%22&hl=en&gl=us&pid=bl&srcid=ADGEESj7giw-qv_NAEthej3JOITJX2s6OdA1k6h1YSVgvIFVkq5J1UXQMy1w5rY03AHvtbENuBUhfITnp5-UT9lVNBxvJ--unXVnz8LBH1PpsIESra7ouk1kmKgGeX62kshQ2dAm_2NF&sig=AHIEtbQ8S3hXa85PsoJ64Xwaoc4GQgN8fg

 

Assessment worksheet:

http://www.wordway.us.com/FamilySets/LongOwSET.pdf Page 10

 

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