Long o words kindergarten
How To Teach The Long O Sound
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Long O can be a tricky sound to teach because there are a few different ways to spell it. But I’m breaking down how you can easily teach this sound and all its spelling patterns.
Plus, I got you covered with my free Long O Words List. You can download the list pictured by signing up below. If you don’t see the signup form, click here.
Five Ways To Spell Long O
The long o sound can be represented by 5 different spelling patterns:
- o – go
- o_e – phone
- oe – toe
- oa – boat
- ow – snow
Spelling Generalizations For Long O
O_E spelling pattern
The o silent e spelling pattern is the most common way to spell the long o sound so I would start here. Of course, students should be confident with the magic e syllable. These words are one syllable. Some examples of long o words with silent e are phone and joke.
Just O
In open syllables, the long o sound is represented by just the letter o by itself. They can be one syllable words but more often they are 2 syllables or more. Examples include go, total, and tomato. It often appears at the end of both short and long words.
Students must understand open and closed syllables to be able to apply this.
OA Vowel Team
The oa spelling of long o usually appears at the beginning or middle of a one syllable word. Examples include: oat, boat, and toast.
OW Vowel Team
The ow spelling of long o usually appears at the end of a one or less commonly two syllable word. Examples include: snow, tow, and window.
An exception to this is when the irregular past tense is formed with an n such as: grown and blown.
The original word does follow the rule, we simply add the n to make it past tense.
OE Vowel Team
The oe spelling of long o usually appears at the end of a word. Examples include: foe and toe. This is the least common and can appear in compound words in the base word. I would teach these in a group since there are so few words and remind students that these are rare and are short one syllable words.
Tips For Teaching The Long O Sound
When you start teaching long o, you really have to focus on spelling generalizations, homophones, and homographs. Teach one spelling pattern at a time, and once one is mastered you can add in another. It’s much easier to learn how to read these than to learn how to spell. Since they all sound the same and can appear in the same place, choosing the right spelling pattern can be tricky.
Teach the process for deciding on the spelling pattern.
Once students are familiar with all the options for spelling long o and they know open syllables and the silent e syllable, you can teach them the process for determining the spelling pattern a word has.
When students come across a word with long o and they need to figure out which spelling pattern to choose, here are the questions they can ask:
- Is there more than one syllable?
- Is there a base word?
- Where is the long o sound in the word?
- Could this be one of those rare oe words?
Break the word into its syllables, and go through the questions.
From there, they can go through the most common options first. So that would be the o_e or just o, then the vowel teams.
If it’s a one syllable word, they need to choose between o_e, a vowel team, or the less common option of just o. Figure out where the long o sound is. If it’s at the beginning, try oa. If it’s at the end, try ow.
If it’s more than one syllable, check if it’s an open o, which in that case would be spelled as just o.
If there is a base word, focus on that part of the word.
This will take some practice so try using the checklist below (it’s available in my freebies library) to go through a set of words with your students a few times, then have them do some more on their own.
This is the same process they will use with other long vowel sounds so it’s a great skill for them to have.
Also, because there are multiple options expect students to get them wrong sometimes, and tell them this! It’s ok if they make mistakes as long as it’s another valid spelling option and not something that doesn’t follow any rules. Through repeated exposure and practice they will eventually internalize the correct spelling pattern for words.
Long O Activities & Lesson Ideas
Picture cue cards – Create visual graphics of tricky words, homophones, and homographs. These picture cues really help students remember which pattern to use. I suggest you make these using flashcards and keep them in a baggie or box for reference. See an example below.
Sorting – Sorting is always a good idea when you have multiple options for spelling. You can play matching games like memory, just sort them into piles/columns, or create any game that requires sorting by spelling pattern.
This builds phonemic awareness so it’s always a good activity for all students.
I include 3 different sorting activities for the long o sound in my Long O Worksheets & Activities set.
Phoneme Grapheme Mapping – This is a great activity that really isolates the phonograms for students to practice. You can get the Phonics & Spelling Through Grapheme Mapping book and follow the long o lesson, or use my word list to do the same activity using sound boxes. See below for an example.
SOS – If you don’t already know what Simultaneous Oral Spelling is, then check out this post here. I love this multisensory spelling method for practicing spelling. And you can do this whole class or one-on-one making it really easy to use in any setting.
Dictation – This is another fantastic activity but I would do this after you have spent some time on long o because it is harder for students. Also when dictating words, give students a clue about the spelling such as telling them it’s a vowel team or open syllable.
Games – Of course, I always include games because it’s just so easy to add a stack of flashcards to any game and make it educational! Use an easy to play board game where students need to pick up a card on their turn and add a task like reading the word aloud and sorting it, or asking another player to spell it, or even something as simple as having them air write the word after reading it aloud. Or print off a teacher-made game from my Long O Word Work along with several other games and activities.
Constant Review – Remember to keep these spelling patterns in constant review after they are learned, so they are not forgotten. Using a sound wall is a great way to do this without it taking any extra time.
*I offer a free sample of these digital long o activities in my freebies library.
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131+ Long O Vowel Sound Words (Free Printable List)
Grade 1 | Grade 2 | Long Vowels | Phonics
ByKatie
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Please see our disclosure policy.
Learn about the five ways to spell the long o sound: o, o-e, oa, ow, and oe. You’ll also get two lists of 131 long o sound words, organized by spelling pattern and syllable type.
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Table of Contents
- All About Long O
- Long O Word List
- Multisensory Spelling
- Related Posts
- Download & Print
All About Long O
It’s so important to teach students the long vowel rule: Long vowels say their name!
- Long a says /ā/ like acorn.
- Long e says /ē/ like equal.
- Long i says /ī/ like ice.
- Long o says /ō/ like ocean.
- Long u says /yoo/ like unicorn, OR /oo/ like ruler.
Teaching students all the different ways to spell and recognize long vowel sounds will help them become much more independent and confident readers!
There are 5 ways to spell Long O:
- o like no.
- o-e like home.
- oa like boat.
- ow like bow.
- oe like toe.
The long vowel O sound can be heard at the beginning (open), middle (pony), or end of a word (no). Long O sound can be spelled with a silent e (VCe pattern), a vowel team, in an open syllable, or in a closed syllable exception.
It’s important that children are familiar with the spelling patterns for long vowel O and can read and spell them with accuracy. Be sure you follow a scope and sequence that will introduce each one of the spellings in an order that makes sense and builds upon previously taught skills. Recipe for Reading is a great one to follow.
We hope these lists are helpful resources as you teach your students the different ways to read and spell long O.
Long O Word List
👉 Scroll to the bottom of this post for a FREE printable comprehensive word list with 131 long O sound words!
O – Open Syllable Words & Wild, Old Words
O says its long sound in an open syllable (a syllable that ends in a vowel).
This can be a one-syllable word like no or a multisyllabic syllable word like volcano.
O will also say its long sound in closed syllable exceptions or rule breaker words. Some refer to these as Wild, Old Words.
These include some one-syllable words that end in -old, -olt, -ond, and -ost.
| Long O Sound Words – One Syllable | Long O Sound Words – 2+ Syllable |
| no | buffalo |
| so | hello |
| go | open |
| oh | ago |
| told | moment |
| both | ocean |
| cold | cargo |
| don’t | notice |
| won’t | only |
| old | over |
| most | motion |
| hold | okay |
| gold | pony |
| colt | Rosa |
| post | frozen |
O-E Words (Long O with Silent E)
These words include long O that follow the VCe pattern (vowel-consonant-e), specifically o-e.
They can also be called Magic E Words or Silent E Words.
The job of the E is to stay silent and make the O say its name. This spelling pattern is used at the end of root words.
| Long O with Silent E Words – One Syllable | Long O with Silent E Words – 2+ Syllable |
| home | envelope |
| those | telephone |
| whole | alone |
| close | expose |
| stone | telescope |
| nose | remote |
| hole | compose |
| wrote | backbone |
| hope | explode |
| rose | propose |
| spoke | Jerome |
| broke | tadpole |
| rope | suppose |
| vote | antelope |
| stove | microscope |
OA – Vowel Team
This vowel team follows the old jingle you probably learned as a kid: “When two vowels go walking, the first one does the talking.
”
👉 Please don’t teach your students this as a ‘rule’ because it actually only works about 35% of the time (meaning it’s not true 65% of the time).
Instead, it works in this instance, when the two vowels come together to make the long vowel ō sound.
| Vowel Team OA Words– One Syllable | Vowel Team OA Words– 2+ Syllable |
| boat | toaster |
| road | railroad |
| coat | approach |
| toad | coastal |
| coast | charcoal |
| coal | cocoa |
| throat | moaned |
| coach | oatmeal |
| oak | raincoat |
| goat | roadside |
| load | roasted |
| soap | steamboat |
| goal | unload |
| float | afloat |
| oat | overload |
OW – Vowel Team
The vowel team OW is used at the end of a root word.
It can also be used before the letter L or N like in bowl or grown. In this vowel team, the W functions as a vowel.
OW is also a diphthong used in the word cow. These phonograms ow/ow look exactly the same, so the reader must rely on context to know which sound to apply. For example:
- The star of the show took a bow at the end of the play.
- The girl wore a big bow in her hair.
| Vowel Team OW Words – One Syllable | Vowel Team OW Words – One Syllable |
| bow | window |
| know | below |
| own | follow |
| show | yellow |
| grow | tomorrow |
| known | lower |
| snow | narrow |
| low | shadow |
| slow | fellow |
| shown | owner |
| throw | meadow |
| blow | shallow |
| flow | arrow |
| bowl | swallow |
| crow | pillow |
OE – Vowel Team
Only a few words in English use this vowel team (about 15 in total).
Don’t spend too much time on this vowel team since its frequency is so minimal. Included on this list are the ones kids will likely encounter and need to know.
Words with Vowel Team OE: toe, Joe, hoe, doe, foe, woe, goes, aloe, oboe, tiptoe, mistletoe
Multisensory Spelling
Make it multisensory by incorporating sand, salt, or sugar spelling! Every time you introduce a new spelling pattern, kids add a grid to the cookie tray.
Incorporate Simultaneous Oral Spelling (SOS) where children say the letters as they write them. This engages 4 of the 5 senses and makes the spelling patterns stick. Eventually, students will progress until they can write all five ways to spell the Long O sound.
In this video you’ll see that this student has learned the first four ways to spell long O. Once the last spelling pattern is introduced, he will then add a grid to and write the five ways to spell long O.
Related Posts
👉 Get the rest of the printable Long Vowel Word Lists: Long A, Long E, Long I, and Long U!
- Long and Short Vowel Sort
- 3 Sounds of Suffix ED
- Long and Short Vowels
Download & Print
Are you using these long O word lists with your students? Leave us a comment and tell us how! Or tag us on Instagram @Literacylearn!
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TERMS: All resources and printables are designed for personal use only in your own home and classroom.
Each person must visit this site and download their own free copy. Please do not photocopy, email, or reproduce our printable resources for other teachers, and please do not reproduce our printables on the web or save them to a shared drive. Instead, please share the resources with others by using the social share links provided or by distributing the link to the blog post itself. This allows us to keep making free resources for everyone! If you have any questions, please email us. Thank you!
Word. Lesson in the senior group of kindergarten
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Kindergarten
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Outline in the senior group on the topic:
"Word"
Tasks:
- Form an idea of the word;
-To form the ability to highlight words in the flow of speech;
-Develop phonemic perception and hearing;
-To cultivate respect for shoes.
Progress of the lesson:
I. Organizational moment.
Communication game "Hello!"
- Hello, Sasha! Let's greet each other. Repeat after me.
Hello, hello, don't yawn, the children stand in a circle
And give us hands! hold hands
Together with the sun we rise, hands reach up
Together with the birds we sing with our hands showing wings
Good morning! beat the rhythm with clapping
Happy day!
That's how great we live! show thumbs
- Well done!
2. Hero introduction:
- Cinderella came to our class today and she wants to play with us!
II. Main part.
Breathing gymnastics
“Rose-Dandelion”
“Snowflake”
2. Articulatory gymnastics.
-Cinderella brought with her cards on which tasks for our tongue are drawn, let's
complete them together with Cinderella.
(pictures with articulatory gymnastics, children perform tasks)
3. Didactic game “Going to the shoe store”
• Conversation (What are shoes for and how to care for them) word and each word has
its specific value)
4.
Didactic game “Jump” with elements of a physical minute
- If you hear a word, then jump, otherwise - clap your hands
5. Computer game “Short-long”
sides when pronouncing the words “Sneakers and Basanozhki” conclusion: words
are long and short)
Long words in one basket, short ones in another.
6. Visual gymnastics.
- Now let's close our eyes, open them, look to the right, to the left, down, up and blink.
7. Didactic game say affectionately (we call shoes affectionately)
Shoe - shoe
Boot - Boot
Sneaker - Sneaker
Slipper-Slipper
8. Physical Education
-Cinderella wanted to dance with us.
We dressed the legs in new boots, (We put the socks in turn)
You walk, legs, right along the path. (Walking on the spot)
You walk, stomp, do not spank through the puddles, (Stomp on the spot)
Do not go into the mud, do not tear your boots. (Jumping in place)
9. Finger gymnastics.
10. Didactic game “What is missing - name and draw”
III.
Final part.
Summing up.
What did we talk about today” (about words)
What are the words? (long - short)
Reflection
Did you like the activity?
What was the most difficult for you?
And what is the easiest?
Farewell: Everyone will say goodbye, leaving everyone “Goodbye!”
It's time for a friend to leave, we'll tell him "Bye!"
Cinderella says goodbye to you and wishes you a good mood!
English Russian Rules
Summary of a lesson in preparation for teaching literacy in the preparatory group Topic: “What do we do in kindergarten”
Purpose: Conversation on the topic “what do we know about kindergarten?”. The development of connected speech. Drawing up a story based on a series of plot pictures “What we do in kindergarten”
Continue to acquaint children with the concept of a sentence, long and short words in a sentence. Drafting proposals. Continue to introduce children to the syllabic composition of the word.
Drawing up a word scheme (2-, 3-, 4-complex). Preparing the hand for writing.
Materials and equipment: subject pictures, pictures for making up a story about a kindergarten, pictures of animals, three houses, riddles, colorful circles, squares.
Class progress
- Guys, let's introduce Masha to your kindergarten. After all, she does not know what it is, because she never went to kindergarten. Have you been going to kindergarten for a long time?
Tell Masha what you know about kindergarten.
Questions for conversation:
- What is the name of our kindergarten?
- What group do you go to?
- What other groups are there in kindergarten?
- Who works in kindergarten?
- What are the names of your caregivers?
- What is your nanny's name?
Now Masha knows a lot about your kindergarten.
Now let's talk about what we do in kindergarten.
Masha brought you pictures that will help you.
Making up a story based on the picture “What do we do in kindergarten?” (using leading questions).
When children dress for a walk, what do they put on?
(Boots, tights, dresses, jacket, scarf, hat, coat, socks, shoes, etc.)
The boy is sitting on a chair and getting dressed. What hasn't he put on yet? What doesn't he have?
Jackets, hats, scarves, coats, fur coats, mittens.
Well done guys!
Fizminutka
Let's play with Masha.
The hare rushes as fast as he can, (depicting running in place)
The hare wants to hide himself. (they cover their faces with their hands)
Now he runs, then he circles…
(running in place, turning over around him)
The poor man, he is afraid of everything
Where to hide from evil.
(hands in a boat at the chest)
From fox, from marten,
(turns right-left, depicting a fox's tail and a marten's tail)
From an eagle and an eagle, (showing the wings of an eagle, arms wide apart)
He is afraid even of a squirrel, (showing the ears of a squirrel)
Songbird, even a small one.
(showing the beak of a bird with fingers folded)
Ears - arrows, tail - a twig, (showing hare ears, stretching their arms up)
Jumped like a squirrel and was silent. (they show a squirrel jump, and then bring their index finger to their lips, pretending to be silent)
Run as fast as you can - run with all your might, very fast.
Bury - hide.
And now let's remind Masha
- What does our speech consist of? (from sentences)
- What do sentences consist of? (from words)
Remember, we made sentences according to the scheme with circles.
(Coloured circles)
Imagine that the circles are words. The yellow circle is the item, the green one is the attribute of the item, and the red one is the action.
What doll? Beautiful doll
What does the doll do? Is sitting. Costs.
What house? Big.
What does the house do? - is under construction.
- Short and long words can be in a sentence.
- We agreed to designate words with multi-colored circles, and now we will designate long words with circles, and short ones with a small square.
- Let's make a proposal according to the scheme:
CHILDREN GO TO THE PARK. Let's try again.
CHILDREN ARE GOING FOR A WALK.
CHILDREN PLAY SNOW BALLS.
CHILDREN COME TO THE KITCHEN.
Small children sleep on beds.
WORDS are divided into syllables. You already know this.
Mashenka wants to play the game "Sit in the house" with you.
Masha brought guests with her
There are three houses in front of you.
Look closely at the picture. What is shown on it? (Three houses and animals).
- Are the houses the same? (No, there is one window in the first house, two in the second, and three in the third).
- We need to house the animals. The first house will be inhabited by animals whose names have 1 syllable.
- What animals do you think will live in the second house? (Animals whose names have two syllables)
- What animals will live in the third house? (Animals whose names have three syllables)
- How do we check how many syllables are in a word?
Settling animals into houses (a task aimed at developing the skill of syllabic analysis)
And now we will draw up the schemes of these words
_ _ fox
_ _ Cosa
_ LOS
_ _ DOG
Preparation of the hand for writing
finger gymnastics
our fingers play on our fingers piano.
