Rationale: This lesson will help students identify the long vowel correspondence oa=/O/.  Students will work with the long O sound by practicing the shape of the mouth when making the sound, using it in a letterbox lesson, and identifying oa=/O/ in written and spoken words.

 

Materials:

Tongue tickler chart: Toad and Goat ate oats on the boat.

Markers

Elkonin letterboxes/letterbox letters for each student (a,e,e,o,c,f,g,k,l,m,p,r,s,t,v)

Word flashcards: goat, toad, meet, loap, float, stove, croak, toast

Poem, 1 copy for each student (attached)

Worksheet, 1 copy for each student (attached)

Pencils

 

Procedure:

1. Say: “Today we are going to learn more about the long O sound.  We have

already learned about how we make the long O sound when there is a silent e at the end of the word, but the long O sound is also made when there is a silent a following the o.  Let’s review the long O sound.  Can you say /O/?  Notice the shape of your mouth when you say it…it makes a circle just like how you write the letter O.” (Motion for students to trace the shape of their mouth with their finger)

 

2. Say: “Let’s try to listen for the /O/ sound in some words.  When I say a word,

I want you to repeat it.  Pay attention to the shape of your mouth when you say the words.” (Slowly list off boat, soap, float, goal for the students to repeat, when saying the words trace shape of mouth at /O/ sound) 

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3. Show tongue tickler chart. Say: “Repeat after me.  Toad and Goat ate oats on

the boat. (wait for students to repeat) Say it again.” (wait for students to repeat)

 

4. Say: “This time we are going to drag out the long O sound in the words:

Toooaaad and Goooaaat ate oooaaats on the boooaaat. (trace shape of the mouth at the /O/ sound)  Who can show me what part of the word makes the /O/ sound?” (call on students to underline the part of the words that makes the sound using markers)

 

5. Say: “Now we are going to spell some ‘oa’ words using our letterboxes.  I will

show an example using the word ‘boat.’   First, I put the b in the first box, then I hear the /O/ sound so I am going to put o and a in the next box together, then the last sound I hear is /t/ so it goes in the last box.  Remember that ‘oa’ together makes the /O/ sound and the ‘a’ is silent, so they go in the same box”

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6.  Say: “Can you spell these words for me using your letterboxes? Some of the

words are review words and one word is made up.”

 

3 phonemes – goat, toad, meet, loap

4 phonemes – float, stove, croak, toast

 

7.  Say: “Now you are going to read the words you spelled; I will hold up the

word and I want you all to say it in unison.” (hold up word flashcards one by one with words goat, toad, meet, loap, float, stove, croak, toast) “Who thinks they can read the whole list by themselves?” (call on a few students to read words individually)

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8.  Say: “Because you did such a good job reading those words, we are now going

to read a poem that has a lot of long O words.  It is a very silly poem about a toad and a goat who fall in love.” (pass out copies of poem to students)  “Get a partner and take turns reading.  When both partners have read, we will all read it aloud together.” (wait for students to read, then read aloud with class)

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9.  Say: “To finish this lesson, you will need to complete a worksheet about ‘oa’

words and the long O sound.  On this worksheet, there are sentences with missing words and those sentences make a short story. Your job is to fill in the blanks with words from the box.” (pass out worksheets to students) “First try reading all of the words in the box and decide which word fits best in the sentence, fill in the words, and then reread to see if it makes sense.  Raise your hand if you need help.” (collect worksheets to evaluate student understanding of oa=/O/)

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Poem:  http://www.bbc.co.uk/schools/wordsandpictures/longvow/poems/print/p4a.htm

 

Worksheet:

https://www.spellzone.com/word_lists/printable-resources/fill-in-the-words.cfm?wordlist=241

 

References:

Dykes, Crystal. Float with O!

http://www.auburn.edu/academic/education/reading_genie/doorways/dykesbr.htm

Livingston, Charlotte. Uh Oh, Boa ripped his coat!

http://www.auburn.edu/academic/education/reading_genie/solutions/livingstonbr.htm

Payne, Jordan. Oh, That’s What That Is?.

http://jordanpayne95.wixsite.com/jordanslessondesigns/beginning-reading

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