Rose Broke Her Nose, “Oh No!”
Rationale: This lesson teaches children about the long vowel correspondence o_e=/O/. Children must learn to recognize the spelling to be able to read, so in this lesson children will learn to recognize, spell, and read words containing the spelling, o_e. They will learn a meaningful representation from the analogy picture above and say with me, “Oh no, her nose!” They will also spell and read words containing this spelling in a Letterbox lesson and read a decodable book that focuses on the correspondence o_e=/O/.
Materials:
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Analogy picture of Rose and her broken nose
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Cover-up Critter
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Whiteboard
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Elkonin boxes for modeling
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Elkonin boxes for each student
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Letter manipulatives for each child
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Smartboard letters for teacher of nose, rope, drove, alone, slope, and stroke.
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List of spelling words that include spelled words: nose, rope, drove, alone, slope, stroke; unspelled words: vote, pole, and pose; & pseudoword: lole.
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Decodable text of At Home with Mole and Toad
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Assessment worksheet
Procedures:
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Say: In order to become expert readers, we need to learn the code that tells us how to pronounce words. We have already learned to read short vowel words with o, like pop, and today we are going to learn about long O and the silent e signal that is used to make O say its name, /O/. When I say /O/, I think of Rose saying “Oh No” when she broke her nose! [Show analogy picture].
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Say: Before we learn the spelling of /O/, we need to listen for it in some words. When I listen for /O/ in words, I hear o say its name /O/ and my lips make an o shape like this. [Make vocal gesture for /O/]. I’ll show you first: rose. I heard o say its name and I felt my lips make a round o [make a circle motion around pursed lips]. There is a long O in rose. Now I am going to see if it is in the word, rod. Hmm, I did not hear o say its name and my lips did not make the round o. Now you try. If you hear /O/ say, “Oh no, her nose!” If you do not hear /O/ say, “No not that!” Is it in broke, box, hat, hope, alone, apple? [Have children make a circle motion around their pursed lips when they feel /O/ say its name].
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Say: Now let’s look at the spelling of /O/ that we’ll learn today. One way to spell /O/ is with the letter o and a signal e at the end of the word to tell me to say O’s name. [Write o_e on the board]. This blank line here means there is a consonant after o, and at the end of the word there is a silent e signal. What if I want to spell the word nose? “I can breathe out of my nose.” Nose means a part on your face you breathe out through. To spell nose in letterboxes, first I need to know how many phonemes I have in the word, so I stretch it out and count: /n/ /O/ /s/. I hear three sounds, so I need three boxes. I heard the /O/ just before the /s/ so I’m going to put an o in the second box and the silent e signal outside of the last box. The word starts with /n/, so I need an n. Now I’m going to say it slowly, /n/ /O/ /s/. I heard our /O/ next. [Point to letters in boxes when stretching out the word]. After our /O/, I hear the /s/ sound of the s, that goes in the third, and final, letterbox.
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Say: Now I’m going to have you spell some words in letterboxes. You will start out easy with three boxes for rope. A rope in this sentence is a thick wire of strands. “She grabbed the end of the rope to play tug-of-war with her friends.” What should go in the first box? [Respond to children’s answers]. What goes in the second box? What goes in the third box? What about silent e, did you remember to put it outside the boxes? I’ll check your spelling while I walk around the room. [Observe progress]. You’ll need four letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for /O/. Listen for the third sound you hear and the last sound you hear. Do not forget to put the signal silent e at the end, outside of the boxes. Here is the word: drove. We drove to the beach last summer; drove. [Allow children to spell the word]. Time to check your work. Watch how I spell it in my letterboxes on the board: d-r-o-v-e and see if you have spelled it the same way. Try another one with four boxes: alone; I sat alone when I took my test. [Have volunteer spell it in the letterbox on the front board for children to check their work. Repeat this step for each new word]. For the next word make sure you are listening carefully for that /O/ before you spell it: frog; look how far that frog can jump. Did you need a silent e? Why not? Right, because we do not hear o say its name. we spell it with our short vowel o. [Volunteer spells it on the front board]. Now let’s try one more word with four phonemes: slope. The slope in this sentence is the side of a mountain. The man slid down the slope on his board. One more then we are done with spelling, and this time you need five letterboxes: stroke; I stroke my horse’s hair to calm her down. Remember to stretch it out to get this tough word.
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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 stroke on the top and model reading the word]. First, I see there is a silent e on the end; that’s my signal that the vowel will say its name. There’s the vowel o. It must say /O/. I’m going to use a cover-up critter to get the first part. [Uncover and blend sequentially before the vowel, then blend with the vowel]. /s/ /t/ = /st/+/r/=/str/. Now I am going to blend with /O/=/strO/. Now all I need is the end, /k/=/strOk/. Stroke; that’s it. Now it’s your turn, everyone together. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn].
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Say: You’ve done a great job at reading words with our new spelling for /O/= o_e. Now we are going to read a book called At Home with Mole and Toad. This is a story about two friends, Mole and Toad. Mole goes to her friend’s, Toad, home. She accidentally rolls over his roses, oh no! Will Toad forgive Mole for rolling over his roses? Let’s pair up and take turns reading At Home with Mole and Toad to find out if Toad forgives Mole. [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads At Home with Mole and Toad aloud together and stops between page turns to discuss the plot].
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Say: That was a fun story. Did Toad forgive Mole? Right, he did forgive Mole for running over his roses and his toe. Now, before we finish up with our lesson on /O/=o_e, I want to see how your reading is coming along, after the lesson we just learned. On this worksheet, “Highlight a Word”, we have twenty words. There are twenty words, but you are only going to highlight the words that have the o_e=/O/, like our lesson. We will do the first one together. The first word is mole. Does the word mole have the same vowel sound you have heard from our o_e=/O/ lesson today? Yes! So, highlight the first word, mole. Now I want you to do the rest on your own. When you are done, go back and check yourself to make sure you are confident in your answers and turn them in. [Collect worksheets to evaluate individual child progress].
Resources:
Murray, Bruce. (2012). Making Sight Words.
Murray, Geri. A Beginning Reading Lesson: Oh, I didn’t know!
Fleming, Maria. (2006). At Home with Mole and Toad.
Assessment worksheet:
