Reflection: Developing a Conceptual Understanding Long o - Section 3: Guided Practice

 

After analyzing the basic level student work, I think I really need some type of deeper thinking or relevant application to this section.  One other way to deepen the thinking in a word sort is by including an “oddball” category for words that don’t follow the rules. It keeps students on their toes (not to mention keeps them from just looking for letter patterns without really thinking about the sound of the words).

For example, for long o, you could mix in “glove” or “love.” Words Their Way is a good resource that has lots of these examples.

I think next time I will ask the class to write a sentence or two about themselves using a long or short o word. This bring in relevance and real world application. So, the class will be motivated since the sentence is about themselves.

I will need to give them an example and I will share something about myself. This seems to motivate the class too.

My son's name is Owen and he is five years old. (I used two long o words, and one with a new spelling pattern for my class: Owen and old.

  Developing a Conceptual Understanding: Going Deeper
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Long o

Unit 17: Reading Foundational Skills
Lesson 1 of 12

Objective: SWBAT spell and read words with long o.

Big Idea: A variety of strategies are used to help students read and spell words with long o.

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