Long o_e spelling

                                                        Explicit Phonics

Long o_e Spellings (CVe)

Day 1

Review and :

          “What is the short sound of o?” /ŏ/ “What is the hand signal for short o?” Fingers hanging down from the hand dangling like an octopus. “O  has another sound that we will be studying this week. That sound is the same as the name of the letter o as in bone. The short ŏ sound has only one basic spelling. That spelling is a single o followed by a consonant.” (CVC)

“What happens to i when a magic e is added to the end of Sid? the i becomes long; the word becomes side “ Just like with i, when an e is added after the consonant in a short o word, the magic e makes the o use its long sound or its name, /ō /.” (Refer to the o_e spelling card.) “Sound this word with me.” Write hop on the board and sound out the word together. “When the magic e is put on the end of hop it makes the ō long. The new word is hope.  Let’s look at another word.” Follow the same procedure with: not/note, rod/rode, cod/code.

PA: Oral

          “Listen to these words and tell me if each word has the long ā sound or not. Give me thumbs up if the word has the long ā sound and thumbs down if the word doesn’t have the long ā sound. For example, if the word is cap, you would show me thumbs down. If the word is cape, you would show me thumbs up.” Pronounce these words to have the students indicate if the word has the long /ā/ sound:

woke            walk             pal               pole             spoke           spot

stove           float            lost              stomp           smoke          chose

Decoding:

          “The long /ō/ sound that we are studying this week is spelled with the o-e spelling.”  (Refer to the long o spelling card.) Use two colors of markers to write /ō/ words one spelling at a time on the board as the class sounds out and then blends the words as a group. When using the –o_e spelling write both vowels leaving a blank between them, say sound, then write the consonant that goes in the blank. Also when pointing to the letters to sound out the words, use 2 fingers and touch each vowel at the same time for the vowel teams.

                   close            throne         stone           rope

                   home            smoke          joke             pole

                   robe            vote             shore           bone

          After the words are decoded, briefly discuss meanings of words that may be unfamiliar to the students. Reread the lines of words with the class. Then give clues and have the students tell their buddy which word is the answer. Call on one set of buddies to give and spell the answer. Circle the words on the board as they are given as answers. Clues could be:

1.     The place you live                                             home

2.    A large beautiful chair for royalty                     throne

3.    Something to laugh at                                       joke

4.    Clothing a judge wears                                      robe

5.    You don’t want to break one!                              bone

6.    A way to say who you want as President             vote

7.    Antonym for open                                             close

8.    Something to tie in a knot                                 rope

9.    Where there is ___, there is fire                    smoke

10. Where you might see a flag                               pole

11.  A place to find seashells                                    shore

The last word (stone) is read by the students and used in a sentence that is told to their buddy. This exercise will give practice in reading words with the /ō/ sound and will help expose them to oral vocabulary at the same time.

Vowel Sound Chart:

          Fill in the space on the vowel sound chart. Under the long o on the second line write the key word home.

Reading Decodable Text:

          Use the decoding practice page to read long ō words in text. Read the passage to the students, have the class read it chorally, and then have buddy A read to buddy B. Then B will read to A.

                   

Day 2

Review:

          Review the o_e spelling of long ō. Practice adding the magic e to CVC, short o words such as: rob/robe, slop/slope, con/cone

PA: (oral)

“I am going to give you a word with the long /ō/ sound in it. I want you to segment the words into individual sounds. So if I say, ”joke” you would give me /j/, / ō /, k/.”

          Pronounce these words to have the students segment the words into phonemes.

tone             rope            stone           vote               rose             cone

woke            cope            broke          rode              bone            shore

Decoding:

          Write the following words on the board as the students sound and blend into words (Use buddy strategy for more student engagement. See Day 1.)

          hop              hope            cop              cope

          woke            broke          core             froze

          slope            mole             hole             stole

Use these clues or make up your own (Be sure to push the vocabulary factor):

1.     A synonym for policeman (slang)               cop

2.    Got up from sleep                                    woke

3.    To put up with a problem                         cope

4.    Antonym for fixed                                   broke

5.    To wish or long for                                  hope

6.    A kind of board used with chalk               slate

7.    Synonym for leap or jump                         hop

8.    Antonym for melted                                 froze

9.    An animal that lives underground              mole

10.  Synonym for center                                core

11.   The side of a hill or mountain                  slope

Have the students read the last word (hole) and use it in a sentence, telling their partner. Call on a few Buddies to share their sentences.

Reading Decodable Text:

          Have student Buddies practice reading the long o phrases. (You will need at least one copy for each pair of students.)

Day 3

Review:

          Use the long /ō/ card to review the o_e spelling of long ō. Have words with these spellings on flashcards (such as: bake, back, rack, rake, tap, tape, sack, sake, Jack, Jake) to quickly practice decoding.

Word Building:

          Using a pocket chart and letter cards or magnetic letter tiles work through the word chain:

          hope                      vote                      mole

          rope                      note                      mope

          rose                      not                        mode

          nose                      rot                        rode

          hose                      rod                        role

          hole                       rode                      robe

          pole                       code                      rob

          poke                      cope                      mop

          joke                                                   mope

Encoding:

          Use the dictation procedure.

          1.   /ō/ o_e   /ŏ/ i          / ă/  a       /ā/  a_e     / ch/ ch

2.   bone      home        hope

          3.   cop        cope         rope

          4.   bathrobe         flagpole      

5.   Those bones were in that hole by the stone.

         

Reading Decodable Text:

          Have student Buddies practice rereading the long o phrases. (You will need at least one copy for each pair of students.)

Day 4

Review:

          Review quickly the long o_e spelling. Have the students give words that have the long o_e spelling. List them on the board with the students’ help to spelling them.

“Chunking” Words:

          Have these words written on the board. Circle syllables and have the students read that syllable. Once all syllables are circled, blend the syllables into words. (Always discuss word meanings when deemed necessary.)

          “When a vowel is on the end of a syllable, the syllable is open and the vowel says its long sound. Look for an open syllable in 2 words that we are going to work on.”

tadpole        decode         slowpoke      bathrobe     buttonhole     Superdome

sandstone    envelope      seashore      explore        remote          restore

Reading Decodable Text:

                    Provide students with copies of long o sentences. Have them locate and circle words with the long o spellings. Then practice reading the sentences with buddy strategy.

Day 5

Review:

          Review quickly the o_e spelling using the long a spelling card. Using about six word cards with o_e words, have Buddy A read the first word and tell a sentence using the word to Buddy B. Call on one Buddy A to share their sentence. Then for the next card, Buddy B reads and tells a sentence using the word to Buddy A. Continue until all the word cards have been used.

Encoding:

          Use the dictation procedure:

          1.       /sh/ sh        /th/ th        /ŏ/ o_e        /ī/ i_e      / y/ y      

          2.       pole             robe            code

          3.       shore           woke            awoke

          4.       seashore               flagpole      

          5.       When we awoke we choked on the smoke.

         

Reading Decodable Text:

          Reread long o sentences and phrases using the buddy strategy.

Decoding Practice

hope   hole   bone   nose   rode       note   lone    vote   rope   coke

to the shore                    

choke on smoke

chose the best rose        

the old stove

1.           Cole chose to go home alone.

2.         Those shells were in a hole on the seashore.

3.         He had a rope and rode a slow pony.

4.         The note was left on the stove.

5.         A mole dug a hole near the stone.

6.         The smoke made him choke.

7.         I hope those roses haven’t frozen.

8.         He spoke about getting more time for core.

Long a_e Phrases

1.           by the pole

2.         awoke very slow

3.         wore a bathrobe

4.         sat on a throne

5.         rode home alone

6.         smell smoke

7.         hope for snow

8.         more of those

9.         a big snore

10.      at the seashore

11.       spin the globe

12.      a red rose

13.      vote for more

14.      woke up Cole

15.      a garden hose

16.      to the store

17.      chose a stone

18.      froze the rose

19.      home alone

20.    a big globe

21.      ice cream cone

22.    sat on a throne

23.    broke a bone

24.    a lame crane

Long o_e Sentences

1.           Put the apple core in the hole.

    

2.         The king sat on a throne of stone.

3.         Cole spoke to those men about his vote.

4.         The mole’s home was a small hole.

5.         We hope we don’t smell smoke.

6.         His snore woke up the little boy.

7.         The sun shone on the sand at the seashore.

8.         He broke a bone in his arm.

9.         Plant the rose in a big hole.

10.      Turn on the stove before you start to cook.

11.       Those notes do not poke fun at him.

12.       We rode home but no one spoke.

13.      Mack went to the store for more Coke.

14.      I hope you don’t choke on that big bite.

15.      Those jokes that he read were very funny.

16.      The rope on the flagpole was old.