Lesson 7 Short Vowel o

Phonics
LESSON 7 Letter Oo /o/

CARDS WORKSHEETS DECODABLE BOOK
Oo sound/symbol card Phonemic awareness The Tot and the Pot
Oo letter cards Phonics
Decodable word cards: Practice sheet
teacher and student sets Workmat
High-frequency word cards
Phonemic Awareness
Materials: Phonemic awareness worksheet
• Say the word ostrich and emphasize the short /o/ sound: /os/ /trij/. Have students listen
for the short /o/ sound at the beginning of the word as you repeat it. Then have them
say the word.
• Tell students you are going to say some words. Some of the words begin with /o/ and
other words do not. Tell them they should say /o/ whenever they hear the short /o/
sound at the beginning of a word. Say the following words one at a time, allowing time
for student response: apple, omelet, banana, on, often, table, ox, wide, octopus, nine.
• Say the word rock, emphasizing the /o/ sound. Ask students what sound they hear in
the middle. Tell them that sometimes they can hear the short /o/ sound in the middle of
words. Say the following words one at a time, and ask students to say /o/ whenever they
hear the short /o/ sound in the middle of a word: soup, pot, game, top, John, turkey, teeth.
• Slowly read the rhyme below, emphasizing the short /o/ sound in the words, and have
students clap and say /o/ each time they hear the short /o/ sound in a word.
Oscar the dog in blue socks hopped on a log and sang a song,
While the soft fox by the rock swam in the pond all day long.
Repeat the above activity until you are confident that students can identify each short
/o/ sound in the words in the verse.
• Give students the phonemic awareness worksheet for extra practice.
Introduce the Sound/Symbol Relationship for short Oo /o/

Materials: Sound/symbol card
• Show students the sound/symbol card for Oo. Read the word ostrich and point out that
the letter o stands for the /o/ sound in ostrich. Have students listen for the short /o/ sound
as they read the word with you.
• Have a volunteer come up and point to the letter in the word ostrich that stands for the
short /o/ sound.
© ProQuestLearningPage 1 http://www.readinga-z.com
Phonics
LESSON 7 Letter Oo /o/ continued
Blend the Sounds
Materials: Decodable teacher word cards
• Place the decodable teacher word cards mop, pot, not, and tot in a pocket chart or along
the chalkboard ledge. Ask students what the four words have in common. If students
don’t respond, point out they all have the short /o/ sound in the middle. Ask them to tell
you the letter that stands for the short /o/ sound.
• Demonstrate sounding out the first word by saying each sound as you run your finger
under the word: /mmm/ /ooo/ /p/. Hold the sounds, except for the stop sound, for one
second. Then say the word quickly: mop.
• Have students sound out the word with you, holding the sounds for one second.
• Repeat the process with the words pot, not, and tot.
• Place the word on in the pocket chart. Ask students where they see the letter o in
this word. Sound out the word, letter by letter, as you run your finger under the word:
/ooo/ /nnn/.
• Have students sound out the word with you, holding the sounds for one second.
Cumulative Review/Practice Sounds

Materials: Decodable student word cards
• Line up the decodable student word cards in the pocket chart or along the chalkboard
ledge. Tell students that they have already learned the sounds to say these words. Point
to each word and read it with students. Then have individual students read the words. If
students have difficulty reading a word, model how to blend the sounds to sound it out.
• Have students take turns sorting the decodable student word cards into groups according
to the beginning sound. Repeat, having students sort the words according to final sounds
and patterns of sound within words.
• If time allows, have students play Concentration. Have them spread two sets of
decodable student word cards face down on a table. Have students take turns turning
over two cards and reading them. If the words are the same and are read correctly, the
student can keep the cards. If not, the student turns the cards back over and his/her
partner takes a turn.
Phonics
Spell Decodable Words
Materials: Letter cards, workmats
• Give students the letter cards and a copy of the workmat. Have them line up the letters
m, o, and p under the boxes on their workmat. Say the word mop slowly. As you say the
sounds, demonstrate how to push up each sound into a box on the workmat. Repeat and
have students do theirs along with you.
• As you model, have students line up the letters p, o, and t under the boxes on their
workmat. Say the word pot. Ask students what sounds they hear in the word. Then have
them push up the letters one at a time as they say the sounds. Have them read the word
they have made.
• Ask students what letters they need to spell not. Have students use their workmat to spell
the word not. Repeat with the words on and tot.
• If time permits, use other letters from the letter card page and have students spell words
they have learned in previous lessons.
Introduce New High-Frequency Word: see

Materials: High-frequency word cards
• Tell students they are going to learn a new word that they need to be able to recognize
and read quickly. Hold up the high-frequency word card see and read the word. Have
students read it with you.
• Have students write the word see in the air with their finger as you spell it out loud with
them, pointing to each letter on the card as you say the letter name.
Practice High-Frequency Words

Materials: High-frequency word cards
• Tell students they are going to practice quickly reading the new word and words from
other lessons. Use all the high-frequency word cards. Flash the words one at a time.
If students do not know a word, tell them what it is. Mix up the cards and repeat the
process several times.
• Place the high-frequency word cards face down in a pile. Give each student an
opportunity to take one of the cards off the pile, read the word aloud to the class, and
hold it up while the rest of the class repeats the word. Then have the student use the
word in a sentence.
• Place a set of the high-frequency word cards in the reading center for further practice,
or provide students with individual sets of words for practice with a partner.
Phonics
Read Words and Phrases
Materials: Practice sheet
• Before students read the book, use the practice sheet to practice reading the words they
will encounter in the book. Have them sound out each decodable word in rows 1 and 2,
sound by sound, as they run their fingers under the word.
• Have them read each high-frequency word in rows 3 and 4 quickly.
• Then have them practice reading the phrases and sentences.
• If students are having difficulty reading the words, provide more practice in blending
and spelling the words before they move on to the decodable book.
Read the Decodable Book

Materials: Decodable book The Tot and the Pot
• Show students the cover of the book. Have them read the title with you as you run your
finger under each word. Ask students what they see in the picture and what they think
the story might be about.
• Turn to page 6 and ask students where the pot is.
• Give students their books. Read the first page together as you model how to sound out
decodable words and read high-frequency words quickly. If you think students are able
to read the book on their own, have them continue reading the book independently. If
you think students need more support, continue to read the book with them.
• After reading the book, ask volunteers to read their favorite sentences in the book. Have
them tell you who is in the yard with the tot and what is in the pot.
More Practice
Materials: Phonics worksheet
• Have students complete the phonics worksheet.
Phonics
SOUND/SYMBOL CARD Phonics Lesson 7: Oo /o/
O o
ostrich
© ProQuestLearningPage http://www.readinga-z.com
Phonics
LETTER CARDS Phonics Lesson 7: Oo /o/
#
P p a n
s o m t
P p a n
s o m t
Phonics
WORD CARDS Decodable Phonics Lesson 7: Oo /o/
#
on mop
not tot
pot
Phonics
WORD CARDS Decodable Phonics Lesson 7: Oo /o/
#
Pat mop tap pan
not mat tan pot
sat tot man Pami
on Sam map pat

Phonics
WORD CARDS High-frequency words 1 Phonics Lesson 7: Oo /o/
#
the get
and I
on in
can a
Phonics
WORD CARDS High-frequency words 2 Phonics Lesson 7: Oo /o/
#
from is
with see
Phonics
WORKSHEET Phonemic awareness Phonics Lesson 7: Oo /o/
Name:_________________________ Date:____________
Teacher Instructions: Have students cut out the pictures from the bottom of the page
that have the short /o/ sound at the beginning or in the middle of the word and paste them
in the pot.
Phonics
WORKSHEET Phonics Phonics Lesson 7: Oo /o/
Name:_________________________ Date:____________
Fill in the blank.
t___p m___p
p___t p___n
m___p t___t
Teacher Instructions: Have students say the picture name and write the correct vowel
(a or o) to make a word that matches the picture.
Phonics
PRACTICE SHEET Phonics Lesson 7: Oo /o/
1 tot • not • pot • mop

New
words
2 Pam • mat
Reviewed
words
3 see
New
h-f word
4 a • and • can • get

Reviewed
h-f words
is • on • the • with
on the mat
5
Phrases
see a pot
Pam can get a mop.

6
Sentences
The tot can get the pot.
Phonics
WORKMAT Phonics Lesson 7: Oo /o/

Lesson 7 Short Vowel o

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Phonics

LESSON 7 Letter Oo /o/

Introduce the Sound/Symbol Relationship for short Oo /o/

Cumulative Review/Practice Sounds

Introduce New High-Frequency Word: see

Practice High-Frequency Words

Read the Decodable Book

Pat mop tap pan

not mat tan pot

sat tot man Pami

on Sam map pat

Fill in the blank.

1 tot • not • pot • mop

4 a • and • can • get

Pam can get a mop.

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