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OI, I squeal for Joy!

Beginning Reading | Kellie Vosteen

 

Rationale: This lesson will help children identify the vowel correspondence oi = /oy/. In learning to read, children must be able recognize spellings that map word pronunciations. In this lesson, children will learn to recognize, spell, and read words containing the vowel pattern spelling oi. Students will associate the spelling with a meaningful representation (squealing pig), and they will spell and read words containing the spellings in a Letterbox lesson, and read a decodable book that features spellings oi.

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Materials:

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Procedures:

  1. Say: In order to become expert readers, we have to learn the code that tells us how to pronounce words. We know how to pronounce consonants, short vowels, and long vowels like /A/, /E/, /I/, /O/, and /U/. Today we are going to learn a spelling combination that makes the same sound: /oy/, like in spoil. When I think of /oy/, I think of a pig squealing. [Display pig gif] What sound does a pig say? [Call on student(s), looking for the answer “oink” or /oy/] Right! A pig says oink! When I say go, I’d like for us all to squeal for joy like pigs, except only make the beginning of the sound: /oy/. Here, I’ll give an example first: oy, oy, oy! Okay, now it’s your turn. Go when I say go and stop when I say “Heeere little piggies!” [Carry out the process once or twice, gauging students’ enjoyment]

  2. Now we know what /oy/ sounds like by itself, so let’s see if we can hear it in some words. When I say a word with /oy/, I feel my lips make a small shape like an o, then my mouth flattens and the corners are pulled back. I’ll show you first: coin. I felt my lips come together like an o, then flatten out. /oy/ is in coin. Now I’m going to see if it’s in pony. Hmm, my lips moved from looking like an o to flattening out, but there was a consonant /n/ sound that separated it, so /oy/ is not in pony. Now you try! If you hear /oy/, touch your nose to make a pig nose. If you don’t hear /oy/, cross your arms in front of you like “no!” Is it in coat, spoil, reek, coy, joint, spill?

  3. Now let’s look at one way that /oy/ is spelled. /oy/ is spelled by the letters o and i. When o and i are written together like this [write oi on the board], then make the sound /oy/! What if I want to spell the word hoist? “Every morning, some students hoist the American flag outside the school.” Hoist means to lift in this sentence. To spell hoist in letterboxes, first I need to count how many phoneme sounds are in the word, so I’ll stretch it out and count: /h/ /oy/ /s/ /t/. I need 4 letterboxes for the 4 sounds in hoist. I heard /oy/ right before the sound /s/ /t/, so I’ll put oi in the 2nd box. The beginning sound in hoist is /h/, so I’ll put an h in the 1st box. Hoist ends with the sounds /s/ and /t/, so I’ll put an s and a t in the 3rd and 4th boxes.

  4. Now it’s your turn to spell some words in letterboxes. We will start out easy with 2 letterboxes to spell the word oil. “I always oil my pan before I cook my eggs.” What should go in the first box? [Respond to children’s answers]. What goes in the second box? [Respond to children’s answers]. Raise your hand if you think you have oil spelled correctly. [Pick 2 students to observe and tell class that you will see some different after every word].

You’ll need 3 letterboxes for the next word. Listen for the beginning sound to put in the 1st box, then listen for /oy/ in the 2nd box, and notice the last sound to go in the 3rd box. Here’s the word: join; Would you please join my soccer team?; . [Allow time to spell word, then repeat process of checking the work of 2 volunteers. Ask one volunteer to spell the word out loud for the class.] Change your spelling if it is not j-o-i-n.

Try another word with 3 boxes: coil; I wrap my headphones in a coil before putting them into my bag; coil. [Allow time to spell word, then repeat process of checking the work of 2 volunteers. Ask one volunteer to spell the word out loud for the class.] Change your spelling if it is not c-o-i-l.

Next word, be sure to listen if this word has /oy/ before you spell it: role. Would you like a lead role in the school play? A role is a character in a film or play. What vowel sound do you hear in this word? Right, /O/. How do you spell long /O/ in words? Right, we use a silent e. [Allow time to spell word, then repeat process of checking the work of 2 volunteers. Ask one volunteer to spell the word out loud for the class. Repeat this process after each word.]

Now let’s try 4 phonemes, so have 4 letterboxes out. Remember to stretch it out to get this tough word: point; The police officer points in the direction that traffic should go.

One last word to spell will also have 4 letterboxes: hoist; Every morning, some students hoist the American flag outside the school.

5. Now I am going to let you read the words you just spelled, but first I’ll show you how I would read a really tough word. [Display spoil]. First, I notice that there are 2 vowels in the center: o and i. Those together will say /oy/. I’ll use a cover up critter to get the beginning [uncover s and p sequentially and say out loud the phonemes to chunk with oi]. So, if I put /s/ /p/ with /oy/, I know that be beginning says /spoy/. I see that the word ends with l, /l/. So I’ll add that to the end of my chunk /spoy/: /spoy/ /l/, spoil! That’s it. Now your turn. I’ll come around to hear everyone read one word from your list. Keep reading the list until I get to you. [let each student choose a word from the list to read to you]

6. You’ve done a great job reading words with our new spelling for /oy/: oi. Now we are going to read a story called Oink Oink.

Booktalk: This story is about Ben, who is on his way to a festival. He will run in a race where he tries to catch pigs! He is running in slippery mud and it is very difficult Let’s read to find out more about this silly pig race called “The Oink, Oink Contest!”

Let’s pair up to read to find out what will happen with Ben and the pigs. [Children pair up and take turns reading alternate pages each while teacher walks around the room to monitor progress. After individual paired reading, the class rereads aloud together, stopping between pages to discuss the plot.]

7. That was a fun story. What do the pigs do when Ben tries to catch them? Right, they tried to run away from him, and even taunt him, saying “you can’t grab me.” Would you ever run in a contest like “The Oink Oink Contest?” Do you think you would be able to catch a pig? [Allow time for real discussion].

8. Now, we are going to use a worksheet so that I can tell you know how to read words that have the new spelling, oi, in them. On this worksheet, you will read each word at the bottom, then rewrite it underneath the picture that it matches. You will have to know that oi says /oy/ in order to read these words. After you sort all the words, I will come around to check off your paper. Put your thumb up on your desk when you are ready for me to come. [Check off progress, then allow students time to correct if needed.]

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Reference: Bruce and Geri Murray on Letterbox Lessons http://wp.auburn.edu/rdggenie/home/lessons/letbox/

Decodable book: http://www.freereading.net/wiki/Decodable_letter_combination_passages.html#oi_passages (scroll down to the second in “OI PASSAGES,” titled “Oink, Oink”

Assessment worksheet: https://www.pinterest.com/pin/747175394412666025/

Pig gif: http://www.netanimations.net/flying_pig_by_rutabaga.gif 

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