Reading Help with Ms.Allison

                                  Beginning Reading

                     Ouch, that Hurts!

               Rationale: This lesson is about teaching children about the short correspondence of o_u=/ow/. In order for children to be able to read words with this correspondence, they must able to earn how to recognize the spellings and pronunciations of the map words for this vowel. The children will also learn a meaning and remembering representation (Cat with his finger in themouse trap saying ouch!), be able to spell, read, and recognize words containing the spelling o_u. Lastly, the students will be able to spell and read words with this spelling in a letterbox, and then try to read a decodable book that really focuses on the correspondence of o_u=/ow/.

            Materials: The animated pictures of the cat with the finger in the mouse trap, the cover-up critter, a whiteboard or smartboard boxes for modeling, and certain letter magnetic words, or smartboard letters for the teacher. These letters can include: p,n,h,d,s,t,e,a,r. It is also required to

have a poster board or white to read to following words: sound, couch, around, round, trounce,house, and pounce; a decodable book called Slim’s Outing and an assessment worksheet.

            Procedure: In order to know to become expert readers, we must learn the code that will tell us how to pronounce the words. We have now already learned to read the long vowel /O/,like in the word snow, and today we are now going to learn about the short o with a short u at the end of it that is used to make a /o/ at the end of it. When I say /o/, I think of a cat saying, “Ouch!”

[Show the animated image.] Let’s now look at the spelling for the day. One way to spell it is /o/ with a signal u to it to say its o’s  name. [Write o_u on the board.]  This blank line here means there is a consonant after o, and at the end of the word there is a little silent u signal.

         Lesson Review: Before we learn about the spelling of /o/, we need to listen for some words. When I start to listen for /o/ in words, I hear o say its name /o/ and my lips make a little open shape like this. [Make vocal gesture for /ow/.] I’ll show you first: pounce. I heard o say its name and I felt my mouth make a little o sound [make a slight open mouth]. There is a short o in pounce. Now I’m going to see if shop. Can be found in long. Wow, I didn’t hear O say its nameand my mouth was used like a circular motion. Now you try it. If you hear /o/ say, “Ouch.” If you don’t hear /o/ say, “That’s not right.” Is it in sound, round, clock, house? [Have childrenmake a slight open mouth sound when they feel /o/ say its name.]

          Model of New concept: What if I would like to spell hour? “If I keep my eye on the clock, I will know what hour it is. Hour means the time in this sentence. To spell hour in letterboxes, I need to know how many phonemes I have with this word so I stretch it out and count them: h/ou/r/. I need 3 boxes. I heard that /ou/ just before the /r/ so I’m going to put an o in the 2nd box and the silent u signal in the same box. The word starts with /h/, that’s easy; I need an h. Now it gets a little tricky so I’m going to do this slow, h/ou/r. I think I heard /r/ so I’ll put a r right after the u. One more before the /O/, . . . h/ou/r /, I think I did not heat a /h/. I have no empty boxes now. [Point to letters in boxes when stretching out the word: h/ou/r/.] Now I’ll show you how I would read a tough word. [Display the poster with pounce on the top and model reading the word.] I’m going to start with the o_u; that part says /o/. Now I’m going to put the beginning letters with this word: h-ou, / ou/. Now I’ll put that chunk together with the last sound, /ou-r/. Oh, hour, like “The hour is five o’clock.”

              Activity: Now I’m going to have to ask you spell some words in the letterboxes. You will start out with easy words with the three boxes for sour. Sour is something that does not taste good, “The lemon was very sour.” What about the long r, did you forget to put it in the third box? I will check everyone’s spelling when I walk around the room. [Observe their progress.] You’ll need four letterboxes for the next word. Listen for the beginning sound to spell in the first box. Then listen for /ou/ and don’t forget to put the signal silent ce at the end, outside the boxes. Here’s the word: flounce. The girl flounced in the yard today. [Allow children to spell remaining words, giving sentences for each word: ounce, around, couch, and mouse.] Now I am going to let everyone read their words that they have spelled. [Show the words, around, mouse, ounce, the extra words mouth, and the made up word boundful. Have the students read the words together. After this, call on everyone separately to read one word on the list until everyone has had a turn.]

               Booktalk: Everyone did a awesome job with reading words with our new spelling for /o/: o_u today. Now we are going to read a book called Slime’s Outing. This is a story of a pig named Slime who wants to get out of his pen. One day, he eventually does get out when no one is home. Let’s pair up and take turns reading Slime’s Outing to find out what will happen to the pig. [Let 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 Slime’s Outing chorally, stopping between page turns to discuss the story.]

            Assessment: Before we finish up with our lesson for today, I want to see how you can solve some reading problems. On this worksheet, we have some words that are missing. Your job is to look at the words, and decide which word is a o_u word . First try reading all the words on the sheet without the/ou/, and then try to add the /ou/. Reread your answers to see if they make sense. [Collect worksheets to evaluate individual student progress.]

Resources:

Katy Locklin, OU: O U Hurt Me: http://www.auburn.edu/academic/education/reading_genie/chall/locklinbr.html

Murray, G. (2006) Slime’s Outing. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/bookindex.html

Assessment worksheet: http://www.education.com/worksheet/article/vowel-diphthongs-ou/