Jessica Weiner

OI/OY Lesson Plan/Game

Phonics and Spelling
Spring 2015
Text Title(s): Digging For Treasure & What Joy Found
Topic: OI/OY Diphthongs
Spelling Stage: Within Word
Objectives:

Students will develop an awareness of conventional spelling.

Students will be able to determine when to use oi and when to use oy when
spelling words with the OI/OY diphthongs.
Student will be able to spell single syllable words containing the OI/OY
diphthongs.
Student will be able to spell simple two-syllable words containing the OI/OY
diphthongs.
Student will be able to read single syllable words containing the OI/OY
diphthongs.
Student will be able to read simple two-syllable words containing the OI/OY
diphthongs.

NJCCCS
CCSS.ELA-LITERACY.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-LITERACY.L.2.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Generalize learned spelling patterns when writing words (e.g., cage
badge; boy boil).
CCSS.ELA-LITERACY.RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.2.3.F
Recognize and read grade-appropriate irregularly spelled words.
Prerequisite Skills:
Students must possess phonemic awareness.
Students must be able to separate sounds (phonemes) in the
beginnings/middle/ends of words.
Students have already been introduced to the concept of diphthongs.
Rationale: Based on the Elementary Spelling Inventory, my student needs to work on other
vowel features, specifically, the OI/OY diphthongs. Other vowels are more challenging for

Jessica Weiner
students than common long and short vowels. Students need to be distinguish where the OI/OY
sound is heard in a word in order to spell correctly. They also need to be able to apply the skill to
new words that they encounter in order to read unknown words. Students have already worked
on other diphthongs. This book and poem were chosen because they contain numerous examples
of OI/OY diphthong words.
Materials:

Book What Joy Found [Reed, G. J. (1996). What Joy Found. NJ: Modern
Curriculum Press.]
Poem Digging for Treasure
Treasure Chests for Sort
Word Coins for sort
Scissors
Notebook paper for word hunt

Activities or Procedures: The explicit instruction model will be used. This includes modeling,
guided practice and independent practice.
Modeling:

I will begin by saying We have already learned about long and short vowels and
some diphthongs. Today, we will discuss the OI and OY diphthongs. Both of these
make the same sound: Oiiiiii.
I will continue by asking the students to say the sound with me.
The students will be told: I will now read a poem called Digging for Treasure.
This poem has a lot of words that make this diphthong sound.
Then I will read the poem.
After reading the poem, I will ask: What words did you see in the poem that
made this sound?
I will model by saying In line three, I see the word coins
If the students are having difficulty finding words, I will provide support by going
line by line and asking Do you see any words in this line?
Guided Practice
I will explain to the students the two sort categories: OI and OY
I will model sorting an OI word (coin) and then an OY word (joy) and explain
why they fit into the corresponding category.
I will guide students through sorting another word.
I will read the words in the sort students will be given to ensure they have been
exposed to all the words.
The students will be given a page containing OI and OY words (written on coins)
and pictures to cut out and sort into the OI and OY categories (written on treasure
chests).
The students will then work in pairs to complete the sort. I will check the student
sorts to make sure they are correct before the students moves on to the word hunt.
In this way I know the students have grasped the concept.

Jessica Weiner

Once the sort has been completed, the students will read the text What Joy Found.
While reading, the students will make a chart in their notebooks with the
categories: OI and OY and fill it out with words from the text that fit into each
category. Every time they see an OI or OY word on a page, they will write it in
the chart. A word will only need to be recorded once (some words are repeated
throughout the text).
The students will be assessed on their to explain that words are spelled with an OI
when the sound is heard in the middle of a word and OY when the sound is heard
at the end of a syllable/word (generalization).

Independent Practice: The students will play the game Digging for Treasure in groups of twofour. The teacher or another adult will need to explain the rules to the students before play
begins.

Digging For Treasure Game

Prerequisite Skills:
Students must possess phonemic awareness.
Students must be able to separate sounds (phonemes) in the
beginnings/middle/ends of words.
Students must be able to determine when to use the OI or OY spelling of the
OI/OY diphthong.
Students must be able to spell/read single syllable or simple two-syllable words.
Number of players: 2-4
Materials:

Game board
1 Die
Pirate game pieces
Game cards (1 stack for spelling, 1 for reading, 1 for treasure hints)
Coins (game piece)

Object of the Game: Players will use the skills taught in the lesson to read or spell singlesyllable or simple two-syllable OI/OY words.
GAME RULES
1. Players roll the die to determine who goes first.
2. The person with the highest number goes first.
3. In the event of a tie for first, the two players roll again.
4. Player number one rolls the die and moves his game token the number of spaces indicated.
a. If the number on the die is even, the player draws a Spelling Card (another player
must read this card to the player). If the number is odd, the player draws a Reading
Card.
i. The player must read or spell the word indicated on the card. If they answer
correctly, they get a coin. If they answer incorrectly, they lose a coin.
b. Spaces marked with a yellow star are Treasure hint spaces. For this, the player must
first answer the Reading or Spelling card determined by the number on the die. Then,
he or she will select a Treasure Hint card. This card will give the player special
directions to continue (Adult/Teacher may need to assist in reading this card).
i. For ex: Move to the coconut tree if you have 5 coins.
ii. If the player does not have the number of coins stated in the Hint, he or she
will need to remain on that space until they can continue. For his next turn, the
player will still roll the dice and select a card, but will not be permitted to
continue on until he or she has the number of coins required by the Hint.
c. Used cards are returned to the bottom of their designated piles.
d. Play continues in a clockwise sequence until the game is completed.
5. The first player to makes it the X wins the game!