Professional Documents
Culture Documents
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 arent 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.