Oy Vey!

Rationale: This lesson teaches children about the long vowel correspondence oi = /oy/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling oi. They will learn a meaningful representation (putting hand over face and saying, “oy vey!”), they will spell and read words containing this spelling in a letterbox lesson and read a decodable book that focuses on the correspondence oi=/oy/.

Materials: Graphic image of an emoji with hand over face to represent someone saying, “oy vey”; cover-up critters; Letter boxes and tiles for students; words to make in letter box: [joy, boil, void, noise, joint, hoist, toilet, string, doil], letters needed: [j, o, y, b, o, i, l, v, d, n, s, e, t, h, r, g]; Decodable text: Fun and Games with Lad and Slim; assessment worksheet (provided in link below).

Procedures:

1. Say: “In order to become great readers, we all need to learn the code that tells us how to pronounce certain words. Today we are going to learn about the long vowel “oi”. When we pronounce “oi” we say /oy/. When I say /oy/ I think of someone getting upset and saying, “oy vey!” and putting their hand over their face because they are upset. [show image/ demonstrate to the class]. Now let’s look at the spelling of /oy/ that we will learn today. When a word has the sound “oy” in it we can spell it as oi or oy. [write out for students to see on board]. Normally, if you hear /oy/ in the middle of the word, it will be spelled with an “oi”, but if it is at the end of a word, it will normally be spelled with an “oy”. Both “oy” and “oi” say /oy/.”

2. Say: “Before we learn more about the spelling of /oy/, we are going to listen for /oy/ in some words. I hear oi say /oy/ and my lips open to make an “O” shape and my tongue moves to the back upper part of my mouth. [Make vocal gesture for /oy/]. I’ll show you first: boil. I heard oi say its name and I felt my lips open into an O shape and my tongue move to the upper back part of my mouth. [Demonstrate to class]. There is an /oy/ sound in boil. Now am I going to see if it is soon. Hmmm, I did not hear oi say its name. 

3. Practicing the correspondence- Say, “Now you try, if you hear /oy/ in a word, put your hand over your face and say, “oy vey!”. If you do not hear /oy/ in the word put your hands on your ears. Soil, sign, foil, phone, void, oil”

4. Letterbox Lesson: Say “Let’s take out our letter boxes everyone. Start out with three boxes to spell void. Void means something is missing or an empty space, ‘there is a void on my desk’. I will check your progress while I walk around the room. [Observe progress]. You’ll need three letterboxes for the next word, boil. Listen to the sound at the beginning of the word to put in the first letterbox. Then listen for the /oy/ sound, the sound goes in the same box. Finally, listen for the last letter to put in the last box. ‘boil’,  ‘I really like to boil my carrots; boil’. [Allow students to spell remaining words joy, boil, void, noise, joint, hoist, toilet, string]. Now I am going to tell you about an invented spelling I just made up, doil. Listen to how I say the word and spell it in yor letter boxes, you will need three boxes. Doil.”

5. Say: “Now I am going to let you read the words you spelled. [Show the words joy, boil, void, noise, joint, hoist, toilet, string, doil] Have children read all the words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]

6. Book Talk: Say: “Great job class, now that you have read words with our new spelling, oi, we are going to read a book called Jake Coils. Jake Coils is about a boy who wants to join the band. When he reaches in his book bag to grab his flute, he realizes he is not grabbing a flute but his pet snake! Now he has to figure out a way that he will not get in trouble so he can still be in the band. Let’s pair up to read and find out if Jake joins the band! [students will pair up in groups of two and take turns reading every other page. I will walk around the classroom to check on everyone’s progress. After the reading, we will reread the book together and stop in between pages to talk about the book together].

7. Say: “Before we finish up with our lesson about oi, I want you all to complete this worksheet that I have printed out for you. You will be given the word and decide if you need to put oi or oy in the word. Remember that oi is normally at the beginning or middle of the word, but oy is normally at the end of the word. [I will collect worksheet after everyone is finished to evaluate each students progress.]

References:

Worksheet: https://www.liveworksheets.com/kl302814nd

Kayla Tucker, Eye See You!

https://sites.google.com/view/kaylatuckerctrd-3000/literacy-designs/beginning-reading

Emme Levins, AAAAA! A Spider!

https://sites.google.com/view/ctrdlessondesigns/beginning-reader-design?authuser=1

Book: Fun and Games with Lad and Slim, Jake Coil by Bruce Murray

Picture/ Emoji used: https://www.clipartkey.com/view/oxioJR_oy-vey-clipart-2-by-angela-oy-emoji/