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Go Home, Ghost!

Rationale: This lesson will help children identify the long vowel correspondences o, o_e=/O/. Students will learn to recognize, spell, and read words containing the correspondences o, o_e=/O/. They will learn a meaningful representation (saying the words “oh no!! ghost!” makes your mouth form a letter O), they will spell and read words containing this spelling in a Letterbox lesson, read a decodable poem, and complete a worksheet assessment.

 

 

Materials:

 

 

 

Procedures:

  1. Say: To become experts at reading, we need to learn the codes that tells us how to pronounce words. We have already learned to read short vowel words with o, like dog, and today we are going to learn about long O that is used to make o and o_e say its code, /O/. When I say /O/ I think of saying “Oh no! A ghost!” (hand out little ghost for the kids to practice saying oh no!).

  2. Say: Before we learn about the spelling of /O/, we need to listen for it in some words. When I listen for /O/ in words, I hear o say /O/ and my lips make the shape of the letter o! [Make vocal gesture for/O/.] I will show you first: Note. I heard o say /O/ and I felt my lips make an o! There is a long O in note. Now I’m going to see if it’s in snake. I didn’t hear o say its name and my lips didn’t make the shape of the letter O. Now you try. If you hear /O/ say, “Oh no! I heard O!” If you don’t hear/O/say, “That’s not it.” Is it in go, lake, tote, cat, rose, cheek, stack, bone?

 

  1. Say: Now let’s look at the spelling of /O/ that we’ll learn today. Two ways to spell /O/ is with the letter o like in go! And with o_e like in note.[Write o and o_e on the board.] What if I want to spell the word vote? To spell vote in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /v/ /o/ /t/ (e). I need 3 boxes. I heard that /O/ just before the /t/ so we’re going to put o in the 2nd box. The word starts with /v/, that’s easy; I need a v. Now it gets a little tricky so I’m going to say it slowly, /v/ /o/ /t/ (e). I think I heard /t/ so I’ll put a t right after the o. And now I know that this o needs an e at the end to tell it to use it’s long vowel sound. That’s it! V-o-t-e !

 

  1. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out with two boxes for go. What should go in the first box? [Respond to children’s answers]. What goes in the second box? I’ll check your spelling while I walk around the room. Listen for the beginning sound that goes in the first box. Then listen for /O/. Here’s the word: code, The treehouse requires a special code. [Allow children to spell words.] Time to check your work. Watch how I spell it in my letterboxes on the board: c –o –d (e) and see if you’ve spelled it the same way. Try another with four boxes: slope; I slid down the slippery slope. [Have volunteer spell it in the letterbox on the front board for children to check their work. Repeat this step for each new word.] Next word is choke; Be careful not to choke on your food. [volunteer spells it on the front board]

 

  1. Say: Now I am going to let you read the words you’ve spelled, but first I’ll show you how I would read a tough word.[Display poster with choke written on the top and model reading the word.] First, I see there’s the vowel o with the vowel e at the end. That e must be telling the o to say /O/. I see a “ch” at the front and I know that ch says “ch”. Now I see the letter k and I know k = /k/. Ch-/O/-k. The word is choke. Now it’s your turn. [Have children read words together. Then, call on individuals to read one word on the list until everyone has had a turn.]

 

  1. Say: You’ve done a great job reading words with our new spelling for o,o_e= /O/. Now we are going to read a story called Is Jo Home. While you read see if you can notice any words that you hear /O/ in. We will talk about them and see who noticed the same words!

 

  1. Say: That was a fun story. Review /O/ words as a class. I want to see how you can solve a reading worksheet. On this worksheet, we have a mix of words. Your job is to look at the word choices and decide if you see a word that fits o_e= /O/. First, try reading all the word options, then choose the word that fits into the correct category. You may use your crayons or colored pencils if you wish. [Collect worksheets to evaluate individual child progress.

 

 

References:

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