Phonics

LESSON 65 R-Controlled /ô/

• The r-controlled /ô/ category of phonetic elements includes or, oar, and our, as in the
words corn, roar, and four. R-controlled vowels are treated as one sound even though
you may hear two sounds.
This lesson is divided into two sections. Section 1 is the core lesson, which can be used with most students
in a whole-class or small-group setting. The core lesson is designed to introduce, model, and practice the
phonetic element taught. Section 2 consists of optional activities designed to reinforce the element taught
in the core lesson. These optional activities work well for small-group and individual instruction.

TEACHER MATERIALS WORKSHEETS DECODABLE BOOK

R-controlled /ô/ picture cards Practice sheet The Roaring Storm
Word cards Workmats
R-controlled /ô/ cards
Word-family cards
Letter cards
Game board, place markers, and die
Index cards
Paper

SECTION 1
Student Objectives
• Introduce r-controlled /ô/ • Sort words
• Blend r-controlled /ô/ words • Practice decoding
• Blend onset and rime • Read the decodable book

Introduce R-Controlled /ô/

Materials: R-controlled /ô/ picture cards
• Show students the r-controlled /ô/ picture card for corn. Ask them to name the picture
and tell you the vowel sound they hear in the word. Point to the letters or on the card
and tell them that the letters o and r together stand for the vowel sound they hear in the
word corn.
• Explain that the or letter combination is one of the letter combinations that stand for
a group of sounds called r-controlled vowels. These vowel sounds are neither long nor
short, and are sometimes difficult to hear. The other r-controlled /ô/ letter combinations
are oar and our.
• Say the words cord and cod aloud. Ask students which word contains the same vowel
sound as in corn. Make sure students can differentiate between the two vowel sounds.
• Show students the r-controlled /ô/ picture cards one by one. Have them name each
picture, point to the r-controlled vowel spelling, and say the r-controlled vowel sound.
When showing the picture card for snore, explain to students that the letter e is silent.

© ProQuestLearningPage 1 http://www.readinga-z.com
 Phonics
LESSON 65 R-Controlled /ô/ continued
• Ask students to name other words with the same r-controlled vowel sound as in corn.
Write each word on the board and invite students to circle the r-controlled vowel spelling
in each word.

Blend R-Controlled /ô/ Words

Materials: Workmats, r-controlled /ô/ cards, letter cards

NOTE: If students have mastered individual sound/symbol relationships, you may

want to skip this section and go directly to Blend Onset and Rime.

• Write the word four on the board. Point out the letter combination that stands for the
r-controlled vowel sound and ask students to blend the letters o, u, and r together to
make the same vowel sound as in corn. Point out that the r-controlled vowel sound
comes at the end in this word. Next, run your finger under the letters as you blend the
two sounds in four: f/our. Point out that even though there are four letters, there are two
sounds blended together to form the word. Then have students blend the word aloud
with you as you run your finger under the letters.
• Repeat the blending activity with the words fork, stork, and boar. Take one word at a
time, pointing out the letter combinations that stand for the r-controlled /ô/ vowel sound.
When students have blended the words, ask volunteers to come up and circle the
r-controlled vowel spelling in each word. Have a student point to each r-controlled vowel
spelling as the rest of the group says the sound.
• If students need more work with blending words, have them use the letter workmat, one
of each r-controlled /ô/ card, and the letter cards to blend the words above. Have them
line up the card for each sound in each word under the boxes on their workmat. Group
the words according to each r-controlled vowel spelling so that students know which
r-controlled /ô/ card to use for each word. Model how to push up the r-controlled /ô/
card into the box on the workmat and indicate the sound the r-controlled vowel spelling
makes. Have students push up and sound out the remaining letters of each word in order
on their workmat.

Blend Onset and Rime

Materials: Letter cards, word-family cards
• Tell students they are going to practice reading words with the r-controlled /ô/ vowel
spelling. Model using the letter and word-family cards.
1 Place the our word-family card in a pocket chart or along the ledge of a chalkboard.
Remind students that this is the our word family. Then place the f letter card in front
of our. Have students listen while you model sounding out the word by blending the
sound in the onset with the sound in the rime: f/our. Have students repeat.

© ProQuestLearningPage 2 http://www.readinga-z.com
 Phonics
LESSON 65 R-Controlled /ô/ continued
2 Replace the f card with the p card. Repeat the process with the new word.
3 Take out the cards and replace the our card with the oar card. Have students name
the new word family. Place the r card in front of oar. Model sounding out the
word by blending the sound in the onset with the sound in the rime: r/oar. Have
students repeat.
4 Replace the r card with the s card. Repeat the process with the new word.
5 Take out the cards and replace the oar card with the ore card. Point out that the letter
e is silent. Have students name the new word family. Place the s card in front of ore.
Have students listen while you model sounding out the word by blending the sound
in the onset with the sound in the rime: s/ore. Have students repeat.
6 Write the words soar and sore on the board. Invite students to share what is similar
and different between these two words. Explain to students that these words are
called homophones, or two words that sound the same but are spelled differently and
have different meanings. Use each word in a sentence so students can understand
the differences in meaning.
7 Replace the s card with the ch card. Remind students that the letters c and h together
stand for the /ch/ sound. Repeat the process with the new word.
8 Replace the ch card with the t card. Repeat the process with the new word.
9 Take out the cards and replace the ore card with the orn card. Have students name
the new word family. Place the t card in front of orn. Have students listen while you
model sounding out the word by blending the sound in the onset with the sounds in
the rime: t/orn. Have students repeat.
0 Replace the t card with the b card. Repeat the process with the new word.

Sort Words
Materials: Word-family cards, word cards
• Place one of each word-family card on the top row of a pocket chart or along the ledge
of a chalkboard. Ask students to come up one at a time, select a word card, say the
word, and place it under the correct word family. Continue until all the word cards are
placed correctly. Once all the words have been sorted, have students read aloud the
words under each word family, pointing to the r-controlled vowel spelling in each word.

© ProQuestLearningPage 3 http://www.readinga-z.com
 Phonics
LESSON 65 R-Controlled /ô/ continued
Practice Decoding
Materials: Decodable book The Roaring Storm, practice sheet
• For students who seem to have a grasp of decoding r-controlled /ô/ words and previously
taught decodable and high-frequency words, provide extra practice with the text by
allowing them to independently read:
the practice sheet
the decodable book The Roaring Storm
• Some students may benefit from having the decodable book introduced and pre-taught
before they read the book. Strategies might include introducing and practicing
high-frequency words used in the book, teaching special word structures, and doing
a book walk.

Read the Decodable Book

Materials: Decodable book The Roaring Storm

NOTE: See the “Elements Used in This Book” section, found at the start of the
decodable book, for a list of words and skills covered in the book. Pre-teach these
elements as necessary.

• 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. Ask a student to point to the r-controlled vowel spellings in the
words Roaring and Storm.
• Give students a copy of the book. Have them preview the pictures and predict the story.
When they get to page 10, ask them what the family might decide to do to be safe from
the storm.
• Have students read the book. You may want them to whisper read so you can monitor
their progress. When they have finished reading, take time to discuss the book and check
for understanding. Ask students what details in the story support the idea that the storm
was strong.

© ProQuestLearningPage 4 http://www.readinga-z.com
 Phonics
LESSON 65 R-Controlled /ô/ continued

SECTION 2 Optional Lesson Activities (for students who need additional practice)

Student Objectives
• Blend r-controlled /ô/ words
• Blend onset and rime
• Spell and write r-controlled /ô/ words
• Complete learning center activities

Blend R-Controlled /ô/ Words

Materials: Workmats, r-controlled /ô cards, letter cards
• Give students the letter workmat, one of each r-controlled /ô/ card, and the letter cards.
Say the word pour and have students listen for the sounds in the word. Have them select
the our r-controlled /ô/ card and the letter card they need to spell pour. Provide help as
needed. Have students line up the card for each sound on their workmat. Have them
blend each sound as they push up the letters into the boxes. Then have them say the
word pour aloud.
• Repeat the process with the words port and short. Make sure to tell students which
r-controlled /ô/ card to use.

Blend Onset and Rime

Materials: Workmats, letter cards, word-family cards
• Give students the onset/rime workmat, the letter cards, and one of each word-family
card. Say the word roar. Ask students what rime they hear at the end of the word. Have
them place the oar word-family card in the box on the right of their workmat. Have them
identify the onset they need to put at the beginning of oar to make the word roar. Have
them place the r card in the box on the left. Write the word on the board. Have students
check their spelling of the word on their workmat with the word on the board. Then have
them blend the sound in the onset with the sound in the rime.
• Say the words soar, sore, tore, chore, torn, born, four, and pour one at a time, and have
students use the letter and word-family cards to spell the words on their workmat. Have
them blend the onset and rime as they make each word. Write each word on the board
as students finish making the word on their workmat. Have students check their spelling
of each word on their workmat with the word on the board.
• Once all of the words have been made, have students read the words on the board.
You can extend the activity by having students make their own words on their workmat.

© ProQuestLearningPage 5 http://www.readinga-z.com
 Phonics
LESSON 65 R-Controlled /ô/ continued
Spell and Write R-Controlled /ô/ Words
• Dictate or r-controlled /ô/ words and have students write or spell them (horn, porch).
• Dictate simple sentences for students to write.
We push the horn.
I sit on the porch.
• Repeat the process with ore r-controlled /ô/ words (more, wore).
I want more cake!
She wore a red hat.

Learning Center Activities

Materials: Paper, word cards, game board, place markers, die. index cards
• Have students choose four to six r-controlled /ô/ words and use them to create a story
about a storm they or someone they know has been in.
• Laminate two sets of word cards and place them in the center of the table along with
a game board, place markers, and a die. Have a pair or group of students take turns
throwing the die, drawing a word card from the pile, and reading it. If the word is read
correctly, have the student move his/her place marker along the game board the number
of spaces indicated on the die.
• Have students make homophone flashcards. Discuss the meaning of the following words
and then have students create a flashcard for each of the following pairs of words: pore/
pour; sore/soar; bore/boar. Have them write each word at the bottom of an index card,
underlining the r-controlled vowel spelling. Then have them draw a picture of the word
above it.

© ProQuestLearningPage 6 http://www.readinga-z.com
 Phonics
PICTURE CARDS Phonics Lesson 65: R-Controlled /ô/
#

corn cord

four snore

roar porch
© ProQuestLearningPage http://www.readinga-z.com
 Phonics
WORD CARDS Set 1 Phonics Lesson 65: R-Controlled /ô/
#

roar soar

sore tore

chore four

pour torn
© ProQuestLearningPage http://www.readinga-z.com
 Phonics
WORD CARDS Set 2 Phonics Lesson 65: R-Controlled /ô/
#

born fork

stork

© ProQuestLearningPage http://www.readinga-z.com
 Phonics
R-CONTROLLED /ô/ CARDS Phonics Lesson 65: R-Controlled /ô/
#

or or or or

oar oar oar oar

our our our our

© ProQuestLearningPage http://www.readinga-z.com
 Phonics
WORD-FAMILY CARDS Phonics Lesson 65: R-Controlled /ô/
#

oar oar

ore ore

our our

orn orn
© ProQuestLearningPage http://www.readinga-z.com
 Phonics
LETTER CARDS Phonics Lesson 65: R-Controlled /ô/
#

b f k s

r ch p sh

© ProQuestLearningPage http://www.readinga-z.com
 Phonics
GAME BOARD Phonics Lesson 65: R-Controlled /ô/

© ProQuestLearningPage http://www.readinga-z.com
 Phonics
PRACTICE SHEET Phonics Lesson 65: R-Controlled /ô/

four • storm • forming • chore

1 horn • roar • pouring • corn
New
words
shore • morning • before
sounded • about • clouds
2 our • now • house
Reviewed
words
ground • all • saw
over • some • would • could
3 never • under • after
Reviewed
h-f words
looked • off • down
had a big chore
4 storm clouds forming
Phrases

soaring over my head

It just poured and poured.
5 So much water tore the store
Sentences

off the ground.

© ProQuestLearningPage http://www.readinga-z.com
 Phonics
WORKMATS Phonics Lesson 65: R-Controlled /ô/

Rime
Onset/Rime Workmat
Letter Workmat

Onset

© ProQuestLearningPage http://www.readinga-z.com