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.
