“OI OI OI” says the seals!

 

A Beginning Reading Lesson

By: Madison Barkley

 

Rational: This lesson teaches students about the long vowel correspondence oi= /OY/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson we will learn to recognize, spell, and read words containing the spelling o_i. They will learn a meaningful representation (Sound of a seal making a /oi/ noise). They will spell and read words containing this spelling in a letterbox lesson and within groups they will write stories/poems that have oi in them to help them understand the sound and meaning of finding oi in the words. 

 

Materials: 

• Graphic of the moving seal clapping its hands together. 

• A cover-up critter

• whiteboard or smartboard. 

• Boxes for modeling on the board and induvial letterboxes for each of the students. 

• A piece of poster paper for each group around the room. 

• Separate desks in classroom so that each group has the same amount of people.

•  A poster to write the words on that the student’s figured out on their own

•  an assessment worksheet (link below) for students to be assessed. One for each student below. 

• Pencils and markers for each student to use. 

 

Procedures:

1. Say: Since we have already learned how to say short vowel sounds like o = /o/, we are now going to learn how to put the letters today and read words that are a little trickier than we have worked on. So since we know that o= /o/ like in the word hot, now were going to learn the noise of o when it is next to an i in a word. Like in the word noise. So we’re going to see how the o and I together sound like a seal saying “OY OY OY OY” and we can flap our hands together like we are seals too!

2. Say: Before we learn about the spelling of /oi/ we are going to have to check and see if we can hear our seal noise in some different words. When I make the /oi/ sound I can feel my lips scrunch together and blow breath out as I say it in an O shape. You guys try it! Okay let’s try to see the words noise. Do you hear the /OY/ sound in noise? YES! Let’s see if we can hear the same seal noise when we say the word fruit. Did you hear it? No! My lips also didn’t make my little O shape when I said fruit did it? Okay now I am going to say some words and I want you to make your seal sound and flap your hands when you hear the sound in the words I am about to read. Read: noise, coins, loud, soil, coat, and groin. /N/O/I/S/E/.

3. Say: Now let’s look at the spelling of /oi/ that we are going to work on today. When we spell /oi/ we are going to listen to see if the word has an /o/ sound first. (write noise on the board). First to read the word noise we need to see how many phonemes it has. So lets separate the sounds and figure out how many letterboxes we are going to need. n/o/i/se. so we are going to need 4 boxes and the silent e.  First we heard the /oi/ noise correct? So we are going to put the o in the second box and the I in the third box. Then we have the e but we can’t hear it so we are going to put that on the outside of the boxes. Then we know that the word starts with an n so we are going to put the letter n in the first box. So now we only have the last box and we can hear the s at the end of the word, so the s will go in the last box. Now (while pointing to the letters) we are going to move really slowly through our letterbox word. Let’s read the boxes slowly and not forget about the outside E

 

  4.  Say: Now you guys are going to learn how to read some words with making your own letterbox lesson. You’ll start out easy with noise, like the one I just did. So get out your 4 boxes and then put the e on the outside. Then you are going to talk to your group and figure out what other words have the seal sound in it. I will have some on the board that you can use if you are having trouble. Let’s try and do one together before you split up into your groups. We have been learning about money in math so let’s try and do the word coins. We are going to break up the word and say it super slowly cccccooooiiinnnss. Now we hear our seal sound (make the seal motion) and then hold up how many letterboxes you think this word is going to need. I want you to try and do COINS with your group and then we will go over It as a class (walk around and check to see how everybody is doing in their groups). Now we are going to check your work. What how I spell it in my boxes on the board. N-oi-s-e. See if your group has spelt it the same way I have. Now you can work with your group to do the word you came up with. (go around the room and check which word everybody is doing and help them if needed extra help). If they have a silent e, help them to understand what they are missing or how you would put this letter on the outside. Remember to stretch out the words and be able to add another box if you have a longer word. 

 

5. Say: Now I am going to let you guys read your group’s word to the rest of the class. Before you read yours, I am going to read a word to you. (write groin on the board). First we know it is going to be broken up into four boxes. We start with our seal sound of /oi/  in the middle and then we cover up the end or word and start at the beginning. So we have G and then we have R so that is our first two boxes. /g/+/r/+/oi/. Now we have the last part of the word, where we add the N. Now when we put all of the letters together to read the entirety of the word. /g/+/r/+/oi/+/n/= Groin. Now that we have all of an idea of how we should read our words, have somebody from your table come to the board and explain their word to the rest of the class. 

 

 

6. Say: you have done such a great job with all of your words and creating your own letterbox lessons! We are now going to make up a story or a poem using at least 2-3 OI words in your story. I will walk around the classroom and help you to work on this. It might be helpful to use your background knowledge about one of the words with an OI  before you start writing. I would have one person be your writer. I will walk around the room and help you understand if you have any questions. I know you guys are super smart and will be able to understand the importance of reading whole words. (walk around the classroom and help the students to understand what they are doing but help them to know that this does not have to be a long project, just something to help them explain the importance of reading whole words). [then have each of the groups come up to the front of the room and explain their story/poem to the entire classroom. 

 

7. Say: That was so fun! I loved getting to hear all your different stories. Why did you think I had you do this? I wanted you to see how to solve reading words with /oi/ sounds in them. Before we finish up, I am going to have you do a worksheet on your own to show that you can read and dissect these words with /oi/ in them. In the first section, you are going to read the sentences and underline the /oi/ sounds and then you are going to write those words on the line. If you need to dissect the words, you can draw them out on the side. Then the next section you will write your own sentence using an /oi/ word. Then at the bottom you will write all the pictures that are pictures of these types of words. And lastly, you will do the word search and find the words that have /oi/ in it. 

 

 

Resources:

Gif of seal: https://www.google.com/url?sa=i&url=https%3A%2F%2Fgiphy.com%2Fgifs%2Fartede-applause-well-done-ctXgY5wQbzhHyShCnF&psig=AOvVaw0fSe5hq_C8qhSybHHa-2_w&ust=1602550249096000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCLjq1q_rrewCFQAAAAAdAAAAABAc

 

Assessment worksheet: https://www.pinterest.com/pin/761249143252518818/?nic_v2=1a1QzfRUC