Word Study - Long /o/ Vowel Patterns

Date: May 2020

Student: Avery

Iowa Core Standards: RF.2.3: Know and apply grade-level phonics and word analysis skills
in decoding words.

● Distinguish long and short vowels when reading regularly spelled one-syllable words.
● Know spelling-sound correspondences for additional common vowel teams.

High Priority Milestones: Decode and encode complex one- and multi-syllable words
(RF.2.3; L.2.2)

Learning Target (Performance skill): Sort, identify, and spell words using long vowel
patterns.

I Can Learning Target:

● I can sort and spell words with long vowel sound /o/.
● I can compare, identify, and accurately categorize by sound words containing the
long /o/ sound.
● I can compare, identify, and accurately categorize by sight and sound words with the
CVCe /o-e/, CVVC (/oa/) and CVC (/ow/) spelling patterns.
● Accurately identify the words that do not fit the pattern and explain why.

Type of word work: Closed, teacher-directed sort. Knowledge of beginning and final
consonants; short and long vowels; digraphs and blends.

Spelling Feature: Long /o/ sounds with CVCe, CVC, and CVVC (/o-e/, /ow/, and /oa/)
spelling patterns.

Words: Boat, Loaf, Goal, Roam, Rope, Bone, Home, Close, Blow, Mow, Grow, Tow, Love,
Come, Cow

Procedure
I Do - My Turn:
1. Set the purpose and introduce the sort
2. Review the words to be sorted
3. Model the sort

Display the group of words to be sorted to the student. Read each word to and with the student
to be sure the student is familiar with each word and its pronunciation.

● What do you notice about these words?

● How might we sort these words?
● We will be sorting these words by sound and by spelling pattern. In this sort we will be
comparing one sound: the long /o/ with its three spelling patterns.
● The three ways long /o/ is used is CVC with /ow/, CVVC with /oa/, and CVCe with /o-
e/. In all of these, the vowel sounds like /o/.
● Look at my mouth when I say long /o/. This looks different than when I say o like /uh/
or /aw/.

Establish the column key words with three words: Boat, Rope, and Mow

● We are going to look at the spelling pattern and listen to the word to see if they look
and sound like boat, rope, or grow.
● I will do the first few words.
○ Here is the word goal. Goal has the /oa/ pattern and sounds like boat so I will
put it under boat.
○ Here is the word love. Love has the same /o-e/ spelling pattern as rope, but
listen to the /o/. It does not sound the same, so it is an oddball.

Model several additional words following the process above before turning the task over to the
student.

We Do - Our Turn Together:

4. Guided practice with the sort (sort and check; provide corrective feedback)

● Turn the task over to the student, but continue to guide the task by holding each word
card up.
● The student reads the word and compares it with each key word.
● In the event of an error, say: We need to check this word. Loaf would go under boat. Its
spelling pattern is /oa/.
● After the initial sorting, shuffle the word cards and create a stack.
● Allow the student to turn over a card from the stack, say the word, and place it under
the correct column header.
● Do not correct the student for misplaced words during the repeated sort.

After the sorting is completed have the student check the accuracy of each column. If the
student is unable to find any misplaced words, tell the student the number of words misplaced
and in which column.

You Do - Your Do It Alone:

6. Independent sort
7. Reflect: declare, compare, and contrast

At the end of the sort have the student verbalize what the words in each column have in
common.

● What do you notice about the words in each column?

● How are the sounds in these words alike?

Guide the student to notice the spelling patterns.

● What else do you notice about these words? Is there another way we can sort these
words?

Guide the student to verbalize: The words in this column have the pattern /oa/ or /o-e/. At the
end of the sort have the student verbalize what the words in each column have in common.

● What do you notice about the words in each column?

● How are the sounds and spelling patterns in these words alike?
● How does knowing this help you as a speller, reader, and writer?
● When writing you will need to spell as many words as you can correctly. When you
don't know how to spell a word you can use what you know about these spelling
patterns and the sounds they make to help you with the right spelling.
● When you are reading you can use what you know about these spelling patterns and
the sounds they make to help you decode words.
● Knowing the spelling patterns for the long /o/ sounds will help you spell many words.

Must Do Menu
The student repeats the sort independently several times and is checked by the teacher. An
alternative is to have the student post an image of the completed sort in Seesaw.

The student repeats the sort with a partner. The sort is recorded in the student’s spelling journal
and is checked by the teacher. An alternative is to have the student post an image of the
completed sort in Seesaw.

Word hunt: The student hunts through literature selections for words that have the long /o/
sounds and with the CVCe /o-e/, CVVC /oa/, and CVC /ow/ spelling patterns. Words are
recorded under the appropriate headings in the student’s spelling journal.

Writing sort with word cards and spelling journal.

Assessment

Word sort: Observation and review of the spelling journal will be used during the student’s
guided and independent working with words to determine if the student is meeting the three
outcomes.

Words:

● Oa (CVVC)
○ Boat
○ Loaf
○ Goal
○ Roam
● O-e (CVCe)
○ Rope
○ Bone
○ Home
○ Close
● Ow (CVC)
○ Blow
○ Mow
○ Grow
○ Tow

Odd-balls
● Love
● Come
● Cow