Module 16 Phonics of the Week Long o; _o_e-Language Arts 1A - Course Guide


Module Overview:

In this module, students will be learning about the long /o/ sound. You will also be introduced to your new weekly sight words and spelling words. Finally, you will rewrite a story you have been working on. You will read the weekly story on your own, practice handwriting, and you will work on the grammar skill of the week.


Module Materials:

Lesson # Lesson Title Material(s)
1 16.1 Phonics of the Week: Long o; _o_e Independent Reading Book;
2 16.2 Phonics of the Week: Long o; _o_e Independent Reading Book
White paper (about ½-sheet per sight word)
White Crayon
Water Color Paints and Brush
Water
3 16.3 Phonics of the Week: Long o; _o_e Independent Reading Book
Shallow bin or tub
Oatmeal
Magnetic letters or letter tiles (such as scrabble or bananagrams tiles)
Magnetic Cookie sheet (if using magnets)
4 16.4 Phonics of the Week: Long o; _o_e Independent Reading Book;
5 16.5 Phonics of the Week: Long o; _o_e Independent Reading Book;

Module Objectives:

Lesson # Lesson Title Objective(s)
1 16.1 Phonics of the Week: Long o; _o_e
  1. Recognize, identify, read, and spell words with long/o/ sound, made by words with the _o_e spelling pattern.
  2. Recognize sight words
  3. Read grade-level text with purpose, understanding, and accuracy.
  4. Revise a previously written story.
2 16.2 Phonics of the Week: Long o; _o_e
  1. Recognize, identify, read, and spell words with the long /o/ sound.
  2. Recognize sight words.
  3. Sort words by category.
  4. Print all upper-case and lower-case letters.
3 16.3 Phonics of the Week: Long o; _o_e
  1. Recognize, identify, read, and spell words with the long /o/ sound.
  2. Recognize sight words.
  3. Read grade-level text with purpose, understanding, and accuracy.
  4. Sort words into categories.
4 16.4 Phonics of the Week: Long o; _o_e
  1. Recognize, identify, read, and spell words with the long /o/ sound made in the _o_e spelling pattern.
  2. Recognize sight words.
  3. Read grade-level text with purpose, understanding, and accuracy.
5 16.5 Phonics of the Week: Long o; _o_e
  1. Recognize, identify, read, and spell words with the long /o/ sound made by Bossy E.
  2. Recognize sight words.
  3. Read grade-level text with purpose, understanding, and accuracy.

Module Key Words:

Key Words Sight Words Spelling Words
long /o/ Sound
_o_e
Sight Words
Spelling
Story
Writing
Bossy E
Handwriting
Language
Spelling Words
Sight Word Quiz
Spelling Test
Fluency Check
Reading Quiz
had
open
always
kind
close
hope
nose
those
chose
bone
phone
home
dome
globe

Module Assignments:

Lesson # Lesson Title Page # Assignment Title
2 16.2 Phonics of the Week: Long o; _o_e 5 Handwriting
3 16.3 Phonics of the Week: Long o; _o_e 3 Sight Words
3 16.3 Phonics of the Week: Long o; _o_e 5 Story
3 16.3 Phonics of the Week: Long o; _o_e 6 Grammar
4 16.4 Phonics of the Week: Long o; _o_e 3 Spelling
4 16.4 Phonics of the Week: Long o; _o_e 4 Story
5 16.5 Phonics of the Week: Long o; _o_e 2 Phonics
5 16.5 Phonics of the Week: Long o; _o_e 5 Story


Learning Coach Notes:

Lesson # Lesson Title Notes
1 16.1 Phonics of the Week: Long o; _o_e
  • As your student reads “Rosie in Rome,” ask them the following questions: Where is Rosie going? What does Rosie see in Rome? What does Rosie do in Rome? What does Rosie eat in Rome? What does Rosie have for Owen? Draw a picture of your favorite part of the story and write a sentence about your picture using your sight words.
  • During Independent Reading time, have your First Grader read the story they chose out loud so that you can hear errors and correct them if needed.
  • Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word.
2 16.2 Phonics of the Week: Long o; _o_e
  • In this lesson, your student will be revealing "Mystery Sight Words." Write the sight words on half sheets of white paper (write the words big) using a white crayon. The student will use his/her watercolor paints to reveal the "Mystery Word." Once the words have been revealed, the student will read the sight words aloud.
  • When reading the story “Rosie in Rome,” this lesson have your student write or draw in their Language Arts notebook what happened at the beginning, middle, and end of the story.
  • During Independent Reading time have your First Grader read the story they chose out loud so that you can hear errors and correct them if needed.
  • Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word.
3 16.3 Phonics of the Week: Long o; _o_e
  • In this lesson, your student will practice making spelling words with letters found in a bin of oatmeal. Fill a tub or bin with about 3-4" of oatmeal (you can use rice or corn if you don't have oatmeal.) Place letters in the bin and mix them up until they are covered. Students sift through the tub to find letters and spell the words on their list. As they find the letters, they spell the words out on a cookie sheet if using magnets. If you don't have a cookie sheet, the table is fine. Students follow these directions: 1. Choose a spelling word from your list. 2. Hunt for the letters in the bin of oatmeal. 3. Spell the word on your tray. 4. Put the letters back in the bin and hunt for your next spelling word!
  • After your student reads, " Rosie in Rome, " have them write long _o_e words they come across in the story in their Language Arts notebook.
  • Have your student use their spelling words to write a story in their Language Arts notebook.
4 16.4 Phonics of the Week: Long o; _o_e
  • In this lesson, your student will be rewriting a story that he/she has previously written. This is not an independent activity. Sit down with your student and help them revised their story. Use the writing process graphics to help your student rewrite a final version of their story.
  • Have your student choose five spelling words that they can illustrate and write a sentence describing their illustration in their Language Arts notebook.
  • Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell it.
  • When your student reads their independent reading book, ask them to describe the setting in the story they read.
5 16.5 Phonics of the Week: Long o; _o_e Review the spelling words with your student before they take their spelling test. Remember to have your student complete their Independent Reading Log.

Module Guiding Questions:

When a student starts a lesson ask them questions to check for prior knowledge and understanding and to review concepts being taught. At the end of the lesson ask the questions again to see if their answer changes.

Lesson Title Question
16.1 Phonics of the Week: Long o; _o_e
  1. What sound does long o make?
  2. What is Bossy e?
  3. Name some words with the long o sound that have bossy e.
  4. Use each word in a sentence: had, open, always, kind (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  5. Spell each word: had, open, always, kind (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  6. Use the word “close” in a sentence.
  7. Spell the word “close”.
  8. Use the word “hope” in a sentence.
  9. Spell the word “hope”.
  10. What are the steps to writing a story?
16.2 Phonics of the Week: Long o; _o_e
  1. What sound does long o make?
  2. What is Bossy e?
  3. Name some words with the long o sound that have bossy e.
  4. Use each word in a sentence: had, open, always, kind (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  5. Spell each word: had, open, always, kind (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  6. Use the word “nose” in a sentence.
  7. Spell the word “nose”.
  8. Use the word “those” in a sentence.
  9. Spell the word “those”.
  10. How can you categorize words?
16.3 Phonics of the Week: Long o; _o_e
  1. What sound does long o make?
  2. What is Bossy e?
  3. Name some words with the long o sound that have bossy e.
  4. Use each word in a sentence: had, open, always, kind (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  5. Spell each word: had, open, always, kind (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  6. Use the word “chose” in a sentence.
  7. Spell the word “chose”.
  8. Use the word “bone” in a sentence.
  9. Spell the word “bone”.
  10. What are some ways you can categorize words?
16.4 Phonics of the Week: Long o; _o_e
  1. What sound does long o make?
  2. What is Bossy e?
  3. Name some words with the long o sound that have bossy e.
  4. Use each word in a sentence: had, open, always, kind (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  5. Spell each word: had, open, always, kind (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  6. Use the word “phone” in a sentence.
  7. Spell the word “phone”.
  8. Use the word “home” in a sentence.
  9. Spell the word “home”.
16.5 Phonics of the Week: Long o; _o_e
  1. What sound does long o make?
  2. What is Bossy e?
  3. Name some words with the long o sound that have bossy e.
  4. Use each word in a sentence: had, open, always, kind (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  5. Spell each word: had, open, always, kind (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  6. Use the word “dome” in a sentence.
  7. Spell the word “dome”.
  8. Use the word “globe” in a sentence.
  9. Spell the word “globe”.

Module Video Questions:

When a student watches a video take time to ask them questions about what they watched. Suggested questions for the videos in this module are listed here. Suggestion: Have the student watch the entire video first all the way through. Then have them watch the video a second time, as they watch it pause the video and ask the questions.

Lesson Title Video Question
16.1 Phonics of the Week: Long o; _o_e Long o and Silent e
  1. What sound does long o make?
  2. What is Bossy e?
  3. What are some long o words that have bossy e?
16.3 Phonics of the Week: Long o; _o_e The Long o Sounds
  1. In their Language Arts Notebook have your student draw and write the words from the video with the Long _o_e sound.

Module Suggested Read Aloud Books:

Take time to read to your student or have them read aloud to you. Read a different book each day. While reading the book point out concepts being taught. You may purchase these books or find them at your local library. Suggested things to discuss while reading the book:

  • What is the main idea?
  • What are three things new you learned?
  • How does this book relate to what you are learning about?

# Book Author Lexile Level
1 When I Close My Eyes Ty Allan Jackson
2 Maria's Marvelous Bones Dr. Carrie Kollias
3 The Nose Book Al Perkins 290L
4 What If You Had An Animal Nose? Sandra Markle 710L
5 Maps and Globes Jack Knowlton 920L
6 Butterbean Finds A Home Laura Statuti


Module Outing:

Take some time to apply what your student is learning to the real world. Suggested outings are below.

# Outing
1 This week your student will be learning how to categorize words. Take your student to the park with their Language Arts Notebook and write down what they see. Then have them put the words they wrote into categories. For example, animals, people, playground equipment could be the categories.