You are on page 1of 3

Meredith Green

Lesson Title: Daily Five, Word Work- Long O Sound
Subject/Grade Level/Date: Phonics, 1st grade, 1/14/16
Time Requirement: 30 minutes
Materials List: personal white boards, word building cards (in stacks according to letters
that could make words with ‘ow’ or ‘oa’), pocket chart
Type of Lesson: Small group
Content Standards:
1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
1.RF.2a Distinguish long from short vowel sounds in spoken single-syllable
words.
1.RF.2b Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
1.RF.3b Decode regularly spelled one-syllable words
ELP Standards:
II-LS-1;B-HI-1 Distinguish between phonemes in the initial, medial, and final positions
of words, phrases, and sentences.
II-LS-2; B-HI-2 Articulate the 44 phonemes accurately.
II-R-2; B-HI-6; 1.RF.2c Form words by blending spoken simple onsets and rimes.
Instructional Objective:
Students will be able to blend words with ‘oa’ and ‘ow’ combinations by building words
in the pocket chart and decoding them.
Language Objective:
Students will be able to show they distinguish between phonemes that include the ‘oa’
and the ‘ow’ combinations by reading simple words with those combinations.
List of Possible Words to Use: boat, coat, road, toad, load, float, row, bow, stow, low,
crow, slow, flow, mow, tow, blow, show
Active Instructional Plan:
1. Students will be seated at their table for Daily 5.

2. After students collect materials, do the anticipatory set.
3. Read the objective to students. “Today our goal is to…”
4. Place an ‘ow’ in the pocket chart and ask students to read together what that sound
makes.
5. Add an ‘l’ to the front. Ask students what sound that makes, then again what
sound the ‘ow’ makes. Model blending the sounds into the word ‘low.’
6. Let each student choose a letter to add to the front. That student will model
reading each sound and then blending, while the other students write the word on
their whiteboard. When students are done, they will all read the word together.
7. Go around the circle several times, and then switch it to ‘ow.’ Do the same thing.
8. Keep track on a white board of my own how many words they were able to think
of as a group using those letters with the long o sound.
Anticipatory Set
Ask students to list all of
the words they can think of
with a long ‘o’ sound. See
who can think of the most
words. Just have students
say them as fast as they can
think of them. The goal is to
really get them to hone in
on that long ‘o’ sound at the
end of or in the middle of
words.

Teacher Action
-Model blending.
-Guide students in their
practice.
- Support students with
decoding strategies.
- Keep track of how many
words the students think of

Student Action
Listing long o words
Create words with
the cards
- Decode the words
on the card.
- Write words on their
whiteboards.
-

Closure:
After completing the activity, we will discuss how important the long o sound is. I will
ask students again what two rules we learned about what combinations make that long o
sound. I will then take a copy of the Harcourt books and flip through them, asking
students to point out and read all of the ‘ow’ or ‘oa’ words they see on the pages we look
at. This will help students to see the words used in context and will connect their learning
back to a story they have been reading all week.
Ask students as they begin to clean up to give me a thumbs up if they really think we met
our goal for the day and a “so-so” sign if they think that they need some more practice
before they can say they met the goal.
Assessment/Evaluation:
By having students read aloud and build words individually, I will be able to see their
blending and decoding skills, as well as gauge the understanding of the letter
combinations for each student. I will be looking for students to sound out each letter, to at
least attempt to blend, and, most importantly, to say a long o sound when they reach an
‘oa’ or an ‘ow’ in a word.

Modifications/Differentiation:
For the ELL students in the classroom, I will try to add more context to the words from
the beginning by having pictures in the book open that we can point to once they have
read the word to really establish what the word is used for.
For low reading students, I will allow them to build their own word, but I might give
extra practice by asking, “But what if I changed this first letter to…” That way they have
the opportunity to practice the phonics a few times in a row to help cement the idea more
firmly.
For high readers who aren’t being challenged by this activity, I might ask them to think of
longer words like “below” or “follow.” I will tell them to see if they can think of one that
is more than three letters long, or more than four.