Intro to OG Lesson 2

Materials Needed
Teaching Resources: chart paper/document camera
Student Materials: Student Response Sheet, (one model displayed for all students to see, and 1 per child)
Cards: picture deck: a-z, ch, sh, th, wh, s (nose) basic deck: a-z, vowel/consonant, vowel pictures, puppy, syllable, b-
checker
Card Drills: Meeting Area: 5 minutes
Tactile Drill: Tactile Drill (Picture Deck): Teacher displays card and prompts students to
say the letter name, keyword, and sound while skywriting the letter.
Picture Deck a-z, ch, sh, th, wh,
s (nose) Visual Drill (Basic Deck): Teacher displays card and prompts students (by
Visual Drill: tapping the card) to pronounce the sound for that card.
Happy puppy, basic consonants,  Tap twice for s: /s/ znd /z/

vowel pictures
Blending Drill:
This component will be added later.
Phonemic Awareness: 2 minutes
Onset/Rime Blending
Teacher says sounds before the first vowel and then the vowel and all sounds after. Students blend the sounds to
produce the whole word. Example: /b/ŭs/ - /bus/.
/g/ame/, /p/ark/, /m/at/, /st/uff/, /f/ox/, /st/art/
Review: 0 minutes
Review Reading:
This component will be added later.
Fluency: 10 minutes
Source: 1. Teacher displays text and models reading.
LNF: Practice Sheet Form 2 2. Class choral reads (1 min).
Teacher uses fluency procedure steps 1-4 3. Teacher distributes text for partner reading.
Bonnie Kline: Level 1, page 53 4. Partners choral read or take turns reading, giving
Teacher uses fluency procedure steps 1-2 to model left to corrective feedback when needed (1 min each).
right reading of connected text passage. 5. Students record their stopping point after 1 min.
Note: Step 4 is completed 2-3 times, as time permits.
6. Students take passage home for further practice.
New: 7 minutes
New Phonogram: New Phonogram: Teacher uses direct instruction to
1. Review b-checker (hold up left hand. This is your b- introduce new sound card. Teacher introduces the letter,
checker). Practice b or not a b with b checker cards models the correct pronunciation, and teaches letter
located in Deck 8). formation through skywriting. Students skywrite the letter
2. Review the concept of vowels (a, e, i, o, u) versus while saying the sound three times.
consonants (all the other letters). Use vowel/consonant
card. Extensions: Teacher asks questions to prompt students to
a. Explain that vowels can say their sound or their apply skills (recognizing rhyming words, synonyms,
name. antonyms, multiple-meaning words, determining parts of
b. When we see a vowel card, we tap first for its sound, speech, or completing analogies) for vocabulary
and then for its name. extensions.
c. Practice connecting terminology by tapping vowel
cards and saying name and sound, prompting
students to provide the appropriate pronunciation.
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 New Reading:
added later
Auditory Exercises: Student Response Sheet: 10 minutes
Auditory Drill: Letter: Teacher says a letter name. Students repeat the letter name. Students
say the letter name while they write that letter on their SRS.
Handwriting: teach d Sound: Teacher says a sound. Students repeat the sound and write the letter
Letter: r, t, y, j that makes that sound on their SRS.
Sound: /z/, /x/, /m/, /w/ Keyword: Teacher says a keyword. Students repeat the keyword and write that
Keyword: lamp, nest, top, letter for that keyword on their SRS.
Position: Teacher identifies a position (B, M, E) and says a word. Students
zebra repeat the word, isolate the sound in that position, and write the letter(s) that
Position: far, zoo, pig, run spell the sound on their SRS.
Beginning
Correction: Teacher repeats the word and prompts students to finger spell
again, stopping at the error. If the error is a confused sound, provide the key
word. If the error is a rule-based error, remind students of the rule.
Phoneme Segmentation Drill: Teacher says word. Students repeat the word and tap the phonemes in the
log, kite, bug, nice, vine, got, yet word (one phoneme per finger) on their non-writing hand.
Note: Have students pull blends apart. Ex: fast = /f/ă/s/t/, 4 phonemes
Review Spelling: Review/New Spelling: Teacher pronounces a word. Students repeat the word,
fingerspell and record the correct spelling on their SRS.
Added later
New Spelling:
Added later
Memory Words: 3 minutes
Reading Review: Reading Review: Teacher displays the learned word card and students read the
word.
Added later New Words: ①Teacher displays the new word, says the word and explains
Teach New: meaning and usage when needed. ②Students sky-write the word three times
the in a row –naming each letter while they write it in the sky and then
Spelling Review: pronouncing the whole word.
On SRS: ③Students far-point copy the word, naming each letter as they write
added later it on their SRS and say the word. ④Students near-point copy the word three
more times on their SRS -naming each letter and saying the whole word.
⑤Students sky-write the word –once with eyes open and once with eyes
closed. ⑥Students open their eyes, cover the words on their paper and write
the word on their SRS. ⑦Students uncover and check their work. Spelling
Review: Teacher says the word, students repeat and write the word on their
SRS.
Sentence Dictation: 3 minutes
Teacher Modeled Only Sentence Dictation: Teacher pronounces the sentence with expression.
I can hop. Students repeat with expression. Teacher and students say the sentence again,
tapping each word out on fingers. They say the sentence again with expression.
Teacher models writing it on the SRS.
Spelling Rule/ Syllabication: 10 minutes
1. Re-teach the concept of a syllable: A word or part of a word with 1 vowel sound.
2. Clap out syllables in words.

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