I want to lead my students to being able to recall sounds automatically so in this first section of the lesson we go through our sound spelling cards. I use the cards that come with my reading series. If you don't have a set, you can find a set here. I say the letters, the key word, and then the sound and then the students repeat after me. Correct pronunciation of sounds is important because it effects a child's spelling greatly. One of my teachers has told me that she had a student once who pronounced the sounds in cat as /cu/ /a/ /tu/. Since they over pronounced the sounds in the word they spelled cat as cuatuh.
I have my word list ready for the words we will be decoding and spelling. Before I even introduce the letters, we work on segmenting and blending the words first. Here is my word list:
bone joke hole hope
cone poke mole rope
We segment the words first. I say the word, the students repeat the word and then we segment the word with our slinkys. Then we work on our blending routine. I take these same words (in a different order) and I say the segmented sounds. The students hear me say the sounds and blend the word back together. We segment our words using our head-waist-toes routine. Phonemic awareness, specifically segmenting and blending is important to practice each day because if students can't break down a spoken word into its individual sound parts, or phonemes, they will never be able to make the sound spelling associations when they reach the phonics portion of the lesson. Their decoding and spelling ill suffer greatly.
In this section I have my flashcards. I introduce the words, one at a time. Some of the words can be decoded. If it can be, I will show the students how we can decode the word. Then we spell the word. I spell it first, and then the students repeat after me. We do this 3 times. Then I have student partners - Person 1 and Person 2. Person 1 will practice using the words in a sentence. I will stop the class and then Person 2 will get to use the words in a sentence. We repeat this routine until we are done with all the sight words.
Including sight words in a phonics lesson is important. I want students to understand that most of the written English language follows a pattern. However, there are some words that are irregular. These are the kinds of words that we just have to learn well through repeated practice. This is why we practice these words each day in our phonics lessons.
My students have a work packet with all the words we will be analyzing and decoding for the week. I direct the students to go to their Day 1 Words. I have these same words on my Smartboard lesson. In this part of the lesson we will mark an arrow from the silent e at the end of the word, jumping over the consonant and pointing at the o. This helps my students become more cognizant of the role that the silent e plays in making the o say its name.
After we have marked the word I will then ask the students how many graphemes each word has. Then we will mark our graphemes in each word. After all the words have been marked, we will decode all the words on our list. It is important for students to mark their list of words because they need to see the letter representations that match the phonemes we just practiced in the previous section. Students need to realize that even though there is a silent e at the end of the word that it doesn't make a separate sound. It does have the job of making the o make the long o sound and we mark the letters to represent that.
I have the list of words for you Student Paper Unit 2 Week 4.doc here. I used the decodable story from my reading series. If you don't have a decodable story for the o-e pattern you can find one here.
Here is the list of words that I am using:
bone joke hole
stone broke mole
My students have a booklet that has sound boxes for each word. I have copied this paper so you can use it as a resource for your students. I start with the word bone. I say the word first. My students repeat the word. We tap the word with our fingers. Using tokens, we then push for each of the sounds in the word. I work along with the students on the Smartboard. I say, "Touch the first token. What sound does it make? How do we usually spell that sound?" Then we push the token up and write the letter b. I say, "Touch the second token. What sound does it make? How do we usually spell that sound?" We then push that token up and write the letter o . I say, "Touch the third token. What sound does that make? how are we learning how to spell that this week?" The students will push the token up and write ne. I say "After you write the word in your sound boxes, write the whole word on the line next to the boxes. "We continue on in this manner, tapping the word, mapping the word and then spelling the word sound by sound.
After we have written our six words, we practice a sentence dictation and write these words in a sentence. I say the sentence and we count how many words we are going to write. We repeat the sentence several times in order to build up the students working memory. We begin to write the sentence and after every 2-3 words we use our rereading strategy to determine what the next word is going to be as well as to make sure we haven't left out any words and our sentence makes sense.
After we have written our sentence we take the skill that we've learned today and apply it to text. I have printed out a story from our decodable reader that utilizes the o-e pattern. The students read the story in their packets and read along with them on my Smartboard. We pick out several o-e words in the text so they can see that they will encounter this pattern in their reading for the rest of their lives.
We then will do a close reading of the decodable text and answer 2 comprehension questions about the text. Students use their highlighter to find evidence. We then answer the questions using a complete sentence. There are 4 comprehension questions for the story. We reread the story over several days and spread answering the questions out over the course of the week. Repeated readings of the text help my students build fluency.
Just like in our other section we will practice grammar skills using our decodable story. The students also have the story in their packet, this time the story is full of grammatical mistakes. Because of time constraints, we can't fix the whole story all in one day. We work on a little bit each day. I will start reading the story on the Smartboard. The students will read along with me. They will tell me what is wrong with each sentence. I fix the mistakes on the Smartboard and my students fix the mistakes in their packet.
We do a quick closure each day in our phonics lesson. I ask, "What sound did we learn about today? How did we learn to spell that sound? Who can give me an example of a word with that spelling pattern?"