Sound Master Teacher Guide UFLI Foundations • Lesson 37
Short O Review Teacher Guide
Focus Concept: Short /ŏ/ 4-Day Pacing Plan
Target Sound /ŏ/ (octopus)
Word Family Focus -ot, -op, -og, -ox
Irregular Words to, do, of, said
Assessment Target Exit Ticket + Fluency
1 Day 1: Phonemic Awareness, Visual Drill & Blending Board
25-30 Mins
1. Phonemic Warm-up (3 min): Segment & blend /ŏ/ phonemes: /m/ /ŏ/ /p/ → mop; /f/ /ŏ/ /g/ → fog; /b/ /ŏ/ /k/ /s/ → box.
2. Visual & Auditory Drill (5 min): Flash previously taught graphemes (m, s, t, p, f, i, n, d, c, k, b, h, r, l, g, o). Have students say sound /ŏ/ while tapping.
3. Blending Board (10 min): Blend target CVC words on sound board: pot → rot → rob → mob → cob → sob . Include nonsense words: zop, mog .
4. Word Chaining (10 min): Using letter tiles or magnetic trays, guide students to transform: top → mop → map → tap → tip → top .
2 Day 2: Heart Words, Word Building & Decodable Stories 1 & 2
25-30 Mins
1. Auditory Drill & Review (5 min): Dictate sounds /ŏ/, /p/, /t/, /g/, /d/, /k/. Students write corresponding graphemes on wipe boards.
2. Irregular Heart Word Routine (5 min): Teach/review heart parts in to (sound /oo/ is irregular) and of (sound /v/ spelled f). Practice fast recognition.
3. Decodable Story 1 - Bob and His Dog (8 min): Choral read then echo read. Highlight short o target words: Bob, dog, pot, hot, got .
4. Decodable Story 2 - Tom and the Hot Pot (10 min): Partner reading. Students identify vowel sounds before reading aloud. Check for accuracy.
UFLI Foundations Companion • Lesson 37: Short O Review Page 1 of 2
UFLI Foundations • Lesson 37
Application, Fluency & Assessment
Days 3 & 4 Routine Evaluation Protocol
3 Day 3: Decodable Story 3, Partner Fluency & Guided Dictation
30 Mins
1. Story 3 - The Fox on the Log (8 min): Guide students to locate target CVC words (fox, log, fog, hop, got ). Read with expression and phrasing.
2. Fluency Timed Warm-up (10 min): Introduce the "Bob and Dot" decodable passage. Model tracking words and line count markers. Conduct two repeated readings.
3. Guided Dictation Practice (12 min): Dictate target words and sentences in UFLI sound-to-letter routine:
Words: jog, spot, lock, frog
Sentence 1: The dog can hop on the log.
Sentence 2: Tom got a hot pot of soup.
4 Day 4: Fluency Check, Comprehension & 10-Word Verbal Exit Ticket
30 Mins
1. Timed 1-Min Fluency Read (12 min): Individual or partner timed read of the 85-word passage. Record Words Correct Per Minute (WCPM) and accuracy.
2. Comprehension Check (8 min): Students independently answer the 5 text-dependent multiple choice questions based on the passage.
3. 10-Word Verbal Exit Ticket (10 min): Administer individual 1-on-1 assessment (7 real words, 3 nonsense words). 3 seconds per word limit.
4. Diagnostic Recording: Flag vowel substitutions (/ŏ/ vs /ă/ or /ŭ/) on teacher tracking matrix.
Diagnostic & Small Group Response Matrix
Vowel Confusion (/ŏ/ ↔ /ŭ/)
Use tactile hand cue: drop chin down for /ŏ/ (round lips) vs neutral jaw for /ŭ/. Reteach with minimal pairs (hot/hut, pop/pup).
Nonsense Word Hesitation
Indicates over-reliance on sight recognition. Practice continuous phoneme blending with Elkonin sound boxes (e.g. /f/-/ŏ/-/p/).
Mastery Benchmark
Exit ticket: 9/10 words correct within 30 seconds. Fluency: ≥ 35 WCPM with ≥ 90% accuracy. Advance to Lesson 38.
UFLI Foundations Companion • Lesson 37: Short O Review Page 2 of 2
Vowel Power Slides UFLI Foundations • Lesson 37 4-Day Review Cycle
🐙 Vowel Review
Short O Sound Review
Blending, chaining, real & nonsense words, and decodable reading with the short /ŏ/ sound.
🎯 Sound: /ŏ/ • 🔤 Word Families: -ot, -op, -og, -ox • ❤️ Heart Words: to, do, of
Sound Warm-Up Mouth Articulation & Anchor
ŏ
Letter: O o
The short sound is /ŏ/ as in octopus.
How Your Mouth Feels:
1. Jaw Drops: Open your mouth wide and relaxed.
2. Lips Round: Make an open, round circle with your lips.
3. Voice On: Turn your voice box ON → /ŏ/ /ŏ/ /ŏ/!
Touch your throat and feel your voice vibrate when you say /ŏ/ .
Blending Board Tap Each Sound • Sweep to Read
p /p/
o /ŏ/
t /t/
Blend together:
p - o - t → POT
More to blend: r-o-t → rot • f-o-g → fog • b-o-x → box
Word Challenge Real Words vs. Nonsense (Alien) Words
🌟
Real Words
These make sense in our world:
top
nod
cob
log
👾
Silly Words
Read the sounds with phonics power:
zop
fop
yob
mog
Even if a word is silly, we blend sound-by-sound to read it accurately!
Heart Words Learn the Tricky Part by Heart
Heart Word 1
to
The t is regular /t/. The o makes /oo/. Learn that part by heart!
Heart Word 2
do
The d is regular /d/. The o makes /oo/. Learn that part by heart!
Heart Word 3
of
Sounds like /ŭ/ /v/. Both letters are irregular in this word!
Practice: “I like to pet the dog of Tom.”
Connected Text Scoop and Read with Phrasing
Sentence 1:
Bob has a pet dog.
Sentence 2:
The dog hops on top of the log.
Read smoothly like you speak! Do not read like a robot.
Assessment Ready Day 4 Celebration & Exit Ticket
Little Fox Readers Decodable Reader 1 UFLI Lesson 37
Bob and His Dog
Name:
Date:
🎯 Focus Short O Words
Bob dog fog jog hot pot log lot
❤️ Heart Words to Know
the has of to said
Bob has a pet dog.
The dog is Tom.
Bob and Tom jog in the fog.
The sun got hot, hot, hot!
Tom sat on a big log to rest.
Bob had a cold pot of water for Tom.
Tom drank from the pot and got up.
Tom wagged his tail a lot!
🌟 Fluency Star Tracker
Color a star each time you read this story aloud:
1 1st Read
2 2nd Read
3 3rd Read
💬 Quick Partner Check
Where did Tom sit when the sun got hot?
UFLI Foundations Companion • Reader 1 of 3 Lesson 37 Short O
Decodable Reader 2 UFLI Lesson 37
Tom and the Hot Pot
Name:
Date:
🎯 Focus Short O Words
Tom pot hot top mop pop got job
❤️ Heart Words to Know
do said the was you
Tom got a big pot.
The pot sat on top of the stove.
The soup in the pot got hot.
“Do not touch the hot pot!” said Mom.
A drop of soup went pop on the top.
It made a red dot on the mat.
Tom got a wet mop to clean the spot.
Tom did a top job for Mom!
🌟 Fluency Star Tracker
Color a star each time you read this story aloud:
1 1st Read
2 2nd Read
3 3rd Read
💬 Quick Partner Check
What did Tom use to clean up the spot?
UFLI Foundations Companion • Reader 2 of 3 Lesson 37 Short O
Decodable Reader 3 UFLI Lesson 37
The Fox on the Log
Name:
Date:
🎯 Focus Short O Words
fox log fog ox box hop top spot
❤️ Heart Words to Know
a saw was by they
A red fox sat on a mossy log.
The log was deep in the gray fog.
The fox saw a big ox by a wooden box.
“Can you hop on the box?” the ox said.
The fox gave a quick hop, hop, hop!
The fox landed right on top of the box.
The ox nodded his head at the fox.
They sat by the log in the cool spot.
🌟 Fluency Star Tracker
Bob and Dot Fluency Passage Fluency & Accuracy Check
Bob and Dot
Name:
Date:
⏱️ Teacher 1-Minute Timed Fluency Protocol Benchmark: ≥ 35 WCPM with ≤ 3 errors
Total Read ____ / 87
Errors ____
WCPM ____
Accuracy ____ %
Bob has a big red dog named Dot. 8
Dot likes to run and jog with Bob. 16
One day the sun got very hot. 23
Bob and Dot ran past the thick fog. 31
Dot saw a green frog on a log. 39
The frog made a quick hop away. 46
Dot ran fast to the top of a rock. 55
Bob got a tin pot of cold water. 63
Dot took a drink from the cool pot. 71
Bob and Dot sat on a flat log. 79
It was not too hot in the shade! 87
Repeated Reading Record Track progress across practice readings:
Practice 1 ___ WCPM
Practice 2 ___ WCPM
Final Timed ___ WCPM
UFLI Foundations Companion • Lesson 37 Short O Page 1: Fluency Passage
Passage Comprehension Check
Bob and Dot: Reading Check
5 Questions • 20 Pts Each Score: ____ / 100
Directions: Read each question based on “Bob and Dot.” Fill in the circle next to the best answer choice.
1. Who is Dot in the story?
A Bob’s red dog
B A green frog
C Bob’s sister
2. What did Dot see sitting on a log?
A A wooden box
B A green frog
C A wet mop
3. Why did Bob get a tin pot of cold water?
A To cook hot soup on the stove
B Because the sun got hot and Dot needed a drink
C To wash his mud socks
4. Where did Bob and Dot sit to rest in the shade?
A Inside a red bus
B On a flat log
C On top of a hill
5. Which word from the story has the short /ŏ/ sound?
A sun
B red
C fog
UFLI Foundations Companion • Lesson 37 Short O Page 2: Comprehension Check
Rapid Read Exit Ticket UFLI Lesson 37 Assessment
Short O Verbal Exit Ticket
Student:
Date:
🗣️ Student Reading Card (Have student read aloud across or down) 10 Words Total
1 mop
2 pot
3 ★ zog
4 top
5 ★ fop
6 log
7 cob
8 ★ yob
9 rod
10 box
★ = Nonsense (alien) word
Teacher 1-on-1 Scoring Protocol Score: ✓ = Correct (1 pt) • SC = Self-Correct • ✗ = Error (note miscue)
# Word Type Phonemes Score Student Miscue / Error Notes 1 mop Real /m/ /ŏ/ /p/ [ ] ________________________ 2 pot Real /p/ /ŏ/ /t/ [ ] ________________________ 3 zog Nonsense /z/ /ŏ/ /g/ [ ] ________________________ 4 top Real /t/ /ŏ/ /p/ [ ] ________________________ 5 fop Nonsense /f/ /ŏ/ /p/ [ ] ________________________ 6 log Real /l/ /ŏ/ /g/ [ ] ________________________ 7 cob Real /k/ /ŏ/ /b/ [ ] ________________________ 8 yob Nonsense /y/ /ŏ/ /b/ [ ] ________________________ 9 rod Real /r/ /ŏ/ /d/ [ ] ________________________ 10 box Real /b/ /ŏ/ /k/ /s/ [ ] ________________________
Mastery Benchmark
9–10 / 10 (90–100%) Mastered • Ready for Lesson 38
7–8 / 10 (70–80%) Approaching • Target small group
≤ 6 / 10 (< 70%) Needs Intensive Phonics Support
Total Score & Next Steps
Real Words ___ / 7
Dot Fluency Answer Key Teacher Answer Key & Guide
Bob and Dot Comprehension Key
UFLI Lesson 37 5 Questions • 100% Key
Q1 Key A
Q2 Key B
Q3 Key B
Q4 Key B
Q5 Key C
1. Who is Dot in the story? Correct: A (Bob’s red dog)
Text Evidence: Line 1 states: “Bob has a big red dog named Dot.” Distractors: B is the frog seen later on the log; C confuses Dot with a human sister.
2. What did Dot see sitting on a log? Correct: B (A green frog)
Text Evidence: Line 5 states: “Dot saw a green frog on a log.” Distractors: A (wooden box) and C (wet mop) are objects from previous decodable readers.
3. Why did Bob get a tin pot of cold water? Correct: B (Sun hot / Dot needed drink)
Text Evidence: Lines 3, 8 & 9 show the sun was hot and Dot took a drink from the pot. Distractor A references Reader 2 soup theme; C is irrelevant.
4. Where did Bob and Dot sit to rest? Correct: B (On a flat log)
Text Evidence: Lines 10 & 11: “Bob and Dot sat on a flat log. It was not too hot in the shade!” Distractors are incorrect settings.
5. Which word from the story has the short /ŏ/ sound? Correct: C (fog)
Phonemic Analysis: fog contains /f/ /ŏ/ /g/. Distractor A (sun ) contains short /ŭ/; Distractor B (red ) contains short /ĕ/.
Fluency Norms & Calculation Formula
Benchmark (≥ 35 WCPM)
Independent decodable reader. Fluent phrasing and automaticity.
Strategic (20–34 WCPM)
Sound-by-sound decoding still present. Pair with assisted repeated reads.
Intensive (< 20 WCPM)
Needs letter-sound automaticity drill and blending board intervention.
Formula: WCPM = Words Read in 60s − Errors Accuracy Target: (Words Correct ÷ Total Words Read) × 100 ≥ 95%
UFLI Foundations Companion • Lesson 37 Short O Comprehension Answer Key & Fluency Norms
