Oh No! I Dropped My Ice Cream Cone!

Beginning Reading Design

By: Hannah Atchley

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Rationale: This lesson teaches the long vowel correspondence o_e=/O/. Children must be able to recognize word pronunciations by looking at their spellings when learning how to read. This lesson teaches children how to recognize, spell, and read words that contain 

/O/. They will learn a representation that is meaningful and helps them remember o_e=

/O/ (Oh no! I dropped my ice cream cone!). The students will then learn how to spell and read words containing o_e through a letterbox lesson, and they will end the lesson by reading a decodable book that focuses on the vowel correspondence o_e=/O/.

 

Materials: 

1. Graphic image of sad/shocked face

2. Coverup critter

3. Whiteboard and expo marker

4. Pencil

5. Letterboxes for each student

6. Letter manipulatives for students

    -a,b,c,e,h,k,m,n,o,p,s,t

7.    List of spelling words

    -Bat, home, stop, choke

8.   Poster with spelling words.

    -Bat, home, stop, choke

9.   Decodable text, Oh, look!

10.  Assessment worksheet

 

Procedure:

1. Say: This week we will be learning the long vowel /O/. We have already talked about short o that says /o/. We said that words like hot, mop, pot, and rot have short o in them. Today, we are going to introduce long o with a silent e after it. The silent e signals the sound and tells me to say O’s name /O/. o_e= /O/. That is one way to say long o. When I think of long o I think of saying “Oh no! I dropped my ice cream cone!” (Show picture of shocked/sad face). I am sure we have all done that before!

2.  Say: Let’s talk about some words with the vowel sound /O/ before we look at some words. When I say /O/, I can feel my teeth separate and my lips purse a little and they round out. My mouth looks like the letter O when I say /O/. Repeat after me. Say cone. Now say it slowly. cccc-ooo-nnn-eee. I felt my lips round out to an O and I heard /O/. Did you feel it? Let’s say it again. ccc-oooo-nnn-eeee. Cone. Now I want you to see if you can hear /O/ in these words. If you can hear it say, “Oh no! I dropped my ice cream cone” and look sad since you dropped it. If you do not hear the word just shake your head no. Is /O/ in bone, last, stink, alone, park, home?

3. Say: Now we are going to look at today’s spelling of /O/. One way to spell /O/ is with the letter o and a signal e at the end of the word. This signal e tells me to say O’s name, /O/ instead of /o/. (Write o_e on the whiteboard) This blank in between o and e is where a consonant will be in the word, and the e is silent. Let’s look at the word “bone.” “I threw my dog a bone.” Let’s use our letterboxes to spell the word bone. First, how many phonemes are in the word bone. Let’s say it slowly and stretch it out. /b/ /O/ /n/. I need 3 boxes! I heard our /O/ right before the /n/ in bone, so let’s put that o in the middle (so the second box), but we also need our silent e signal right outside our letter boxes, since it is silent, after the last box since we know there is a consonant between o and e. I hear a b at the beginning, so I am going to put my b at the beginning and in the first letterbox. /b/ /O/ /n/. I hear my n right after my o so that must be the consonant after o so I am going to place my n in that last letterbox right before my silent e signal. Now lets say it slowly and follow along with me. (/b/ /O/ /n/) e

4. Say: Now it is your turn to practice using the letterboxes! Let’s start with an easy word with three letterboxes. Bat. Does anyone have a baseball bat at home? Maybe you or a brother/sister have one. What letter goes in the first box? (Allow students time to think) What letter goes in the second box? (Wait) What letter goes in the third? (Wait)  Now I am going to check and see what you came up with (look at student progress). For the next word, we will need three letterboxes. Our word is “home.” I play at home with my family.” (Give the students time to figure out the spelling). Let’s check our work. I will write it on the board and draw my own letterboxes. h-o-m-e. Did you spell it right? Let’s do another one and take off all of our tiles. We will need four letterboxes for our next word. Our next word is “stop.” “I stop at the stop sign.” Did you hear our /O/ in the word “stop?” No! So we do not need our silent e in this word because I do not hear the letter’s name /O/. Instead, I hear the short vowel sound /o/. Let’s go ahead and spell it out anyways. (Allow them time to complete the spelling and walk around and check. Correct and explain if the child gets it wrong) Our next word is “choke.” I want someone to come up and do this one on the board. Who wants to volunteer? Perfect! I want you all to work through it while our volunteer works it out on the board. We will need three letterboxes. The word is “choke.” “I accidentally choked on my water.” (Allow the students to spell the word). Did you all remember when we talked about how the letters c and h are paired letters that when they are side-by-side they make the sound /ch/? Good job! /ch/ /O/ /k/. Choke! Now we are done with spelling!

5. Say: (Pass out the spelling words lists to allow them to read the words). Now let us look at the words we just spelled. First, let’s find out how to read a more difficult word. (Show the poster with the list and read choke at the top and model reading the word). First, I notice there is a silent e at the end, so that tells me that the vowel o will say its name. /O/ I am now going to use my coverup critter to figure out the rest of the word. (Uncover each letter and say it out loud with the class until you get to the vowel. Next, blend with the vowel.) /ch/. Now, I am going to blend with the vowel. /ch/ /O/ (uncover the last letter). Now, let’s add the last part, /ch/ /O/ /k/. (Uncover the last letter e). There is that e, but we know it is silent. Good job, everyone! Look at the rest of the list and turn to each other and figure them out together! (After they have had some time, call on them to read certain words).

6. Say: Great job reading and spelling our o_e=/O/ words! Now we are going to read a story called Oh, Look! By Patricia Polacco. This story is about these three famous and very mischievous goats that break out of their gate and head on a journey… All of a sudden, they end up finding themselves in trouble. Oh, no! I wonder what will happen next. Let’s keep reading to find out. I want you all to turn to your table and take turns reading a page. (Teacher walks around the room and observes) (After, the children finish reading, the teacher reads the story to the rest of the class and she asks questions as she goes). 

7. Say: So what happened to the goats at the end? Right! They ended up going home and are safe and sound! Lastly, we are going to do a worksheet that helps us identify objects that are spelled using o_e=/O/ and put them into sentences. For the first part, write what picture is shown. Remember, it must include our o_e=/O/. The last part wants you to choose 4 of your words and make sentences using those words. (Collect the worksheets at the end to evaluate each child’s progress and understanding of the lesson).

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Resources: 

Brooks, Lillie, Aye Aye Captain: https://leb00796.wixsite.com/my-site-2/beginning-reading

Book: Polacco, Patricia, Oh, Look! Philomel Books, 2004.

Assessment Worksheet: https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.tes.com%2Fteaching-resource%2Fmagic-e-o-e-words-worksheet-6139777&psig=AOvVaw2umGjyS2qEeB6ogq2Jgrvw&ust= 1634082843847000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLipzo7Hw_MCFQAAAAAdAAAAABAI

Reading Genie Awakenings Index: https://wp.auburn.edu/rdggenie/home/classroom/awakenings/