Parent guide · Grade 1 Phonics & Reading: Long Vowels and Many Words · Unit 6
Lesson 6.2 or and ore
Written for the parent. Read the Say this lines aloud as they are, or in your own words. Answers for you are marked Listen for.
At a glance
- Time
- 5 sessions of 15–20 minutes
- Goal
- I can say /or/ when I see or (as in fork ), and write it. I can say /or/ when I see ore (as in more ), and write it. I can tap and blend words such as for , or , fork . I can read the heart words young , country , touch and say which part is learned by heart. I can read “Jesus and the Storm” and tell it back.
- You need
- Sound cards (printables pack)
- Heart-word cards (printables pack)
- Primary-ruled paper and a pencil
- A King James Bible
- the lesson page (it also has a short video (3:06) and an explainer to read aloud (about 12 minutes))
Steps
Do this: /or/ as in fork and more. Say: horn, short, storm, shore, store.
Do this: New sound: or. Show the card and say: “This says /or/, as in fork.” Your child says it three times, then writes it in the air, on the table with a finger, and on paper. Then play a quick ears game: you say words and your child gives a thumbs up whenever /or/ is in the word.
Do this: New sound: ore. Show the card and say: “This says /or/, as in more.” Your child says it three times, then writes it in the air, on the table with a finger, and on paper. Then play a quick ears game: you say words and your child gives a thumbs up whenever /or/ is in the word.
Do this: Tap and blend. For each word your child touches each letter (or letter team) and says its sound, then sweeps a finger under the whole word and says it smoothly. Never guess from the first letter or a picture. If a word is misread, point to the part that was missed and blend again from the start.
Do this: Spell it. Say a word. Your child says it back, taps the sounds on his or her fingers, then writes one letter (or letter team) for each sound. Check together, sound by sound.
Do this: Heart words. A heart word is mostly regular. We tap it like any other word, and draw a heart over the one part that does not follow the rules we know yet. Practise the heart words on cards every day this week (see the table below).
Do this: The week at a glance. Day 1: warm-up, new sound, handwriting. Day 2: card review, word lists, spelling. Day 3: second new sound or more words, heart words. Day 4: read the story, talk about it. Day 5: reread the story for fluency, play the game, quick check (10 words, 1 sentence, 5 spelling words). Read the read-aloud at another time of day.
New cards:
- or says /or/, as in fork. Make a sound card: write or on the front and draw a fork on the back.
- ore says /or/, as in more. Make a sound card: write ore on the front and draw a more on the back.
Show: Blend for.
Say this: “Touch and say: /f/ /or/.”
Say this: “Sweep your finger under the word and say the sounds again, faster, without stopping between them.”
Say this: “Say the word: for . Use it in a sentence.”
Answer: for
Show: Blend or.
Say this: “Touch and say: /or/.”
Say this: “Sweep your finger under the word and say the sounds again, faster, without stopping between them.”
Say this: “Say the word: or . Use it in a sentence.”
Answer: or
Do this: Your child does these with you. Let them try first; help only after a real try.
Ask: Read: for · or · fork · horn
Listen for: for = f | or; or = or; fork = f | or | k; horn = h | or | n
Ask: Read: corn · storm · short · north
Listen for: corn = c | or | n; storm = s | t | or | m; short = sh | or | t; north = n | or | th
Ask: Read: more · shore · store · before
Listen for: more = m | ore; shore = sh | ore; store = s | t | ore; before = b | e | f | ore
4 more practice items on the lesson page.
- Reading r-controlled vowels as short vowels (cat for cart). The r changes the vowel; underline the vowel and r together.
- Guessing from the first letter or the picture. Cover the picture and ask the child to tap every sound.
- Copy: Lord, save me!
- Use the ball-and-stick lines: tall letters touch the top line, short letters touch the middle line, tails go below the base line.
Copywork: Write each word once, saying the sounds as you write: for, or, fork, horn, corn, storm.
Word Sounds Heart part young /y/ /ŭ/ /ng/ ♥ ou says /ŭ/ country /k/ /ŭ/ /n/ /t/ /r/ /ē/ ♥ ou says /ŭ/ touch /t/ /ŭ/ /ch/ ♥ ou says /ŭ/ Jesus and the Storm
The men were in a ship at night. A storm came. The wind tossed the ship.
Then the men spotted Jesus. He was stepping on the water! "Do not be afraid," Jesus said. "It is I."
Peter said, "Lord, let me come to You." Jesus said, "Come." So Peter stepped from the ship on the water! But Peter got afraid of the storm, and he began to sink. "Lord, save me!"
Jesus held him up. "Why did you doubt?" They got in the ship, and the storm stopped. The men bowed and said, "You are the Son of God."
Retold from Matthew 14:22–33. Before reading, show your child these story words and read them together: Jesus, Peter, doubt.
Every word in this story uses only the sounds and heart words taught so far (checked by the School Launch decodability checker). Read a page a day on Days 3 and 4, and the whole story on Day 5.
- What did the men see on the water?
Answer
Jesus walking on it.
- What did Peter do?
Answer
Walked on the water toward Jesus.
- Why did he sink?
Answer
He looked at the storm and was afraid.
- What did the men say at the end?
Answer
"You are the Son of God."
Then ask your child to tell the whole story back in his or her own words (narration).
- What did the men see on the water?
Matthew 14:22–33. Read aloud.
The read-aloud is for listening, not decoding. Read it to your child at another time of day.
Two signs: STORM and SHORE. Read a card; or words run to shore, ore words to storm (or mix it up).
Say this: “Tell me the new sounds you learned this week, and read me one word.”
Listen for: I can say /or/ when I see or (as in fork ), and write it.; I can say /or/ when I see ore (as in more ), and write it.; I can tap and blend words such as for , or , fork .; I can read the heart words young , country , touch and say which part is learned by heart.; I can read “Jesus and the Storm” and tell it back.
Looking Forward (Robert Louis Stevenson)
When I am grown to man's estate
I shall be very proud and great,
And tell the other girls and boys
Not to meddle with my toys.This week: Pause at the marks. Stop briefly at every comma and a little longer at every period. Pauses help listeners think.
- Day 1: The teacher says it twice; the child echoes it one line at a time.
- Days 2–4: Say it together each morning; drop one line of help each day.
- Day 5: Say the title and the poet, then the poem. Stand up and say it alone for the family.
But straightway Jesus spake unto them, saying, Be of good cheer; it is I; be not afraid.
Jesus is with us in the storm.
Spread over the week
5 sessions of 15–20 minutes. Stop while it is still going well.
- Session 1. Warm-up, then teach the new idea (steps 1 and 2).
- Session 2. Warm-up again, then show how with the examples.
- Session 3. Practice together, then play the game.
- Session 4. More practice, handwriting and reading, and the daily habit.
- Session 5. Quick check: narration and a few practice items. Move on when it is mostly right.
For you
For families. Keep each session short and cheerful: 15 to 20 minutes, then stop. If your child is tired or frustrated, stop and finish tomorrow. A lesson can take more than a week; move on when the quick check on Day 5 is mostly “Got it.”