go and hoe a row


Read and write words with long o spellings: –o, –ow, –oe, –oa.

Recognize that the long o spellings (–o, –ow, –oe, –oa) have the same pronunciation.

Lesson Plan

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Target Words:

  • go
  • no
  • row
  • grow
  • hoe
  • toe
  • coat


  • Hoe graphic (see below)
  • Seed word cards (see below)
  • Growing Flowers graphic (see below)
  • Scarecrow graphic (see below)
  • Go and Hoe a Row target text (see below)

State and model the objective

Tell the children they will pretend to hoe a row in a garden and they will read and write words spelled with different long o spellings: go, so, no, row, low, grow, sow, hoe, toe, coat, road, boat.


Practice the skill within an activity

  • Go to sow seeds
    • Have the children use the hoe graphic (see below) to pretend to hoe a row in a garden (explain that hoe means to dig in the dirt using a tool called a hoe).
    • Allow the children to pretend to hoe a row with their toe.
    • Let the children pretend to sow seeds (explain that sow means to plant seeds) in the rows that they hoed using the seed word cards (see below).
    • Have the children read the word on each card as they sow the seeds in the garden.
    • Instruct the children to gather the word cards and sort them according to spelling pattern: –o (i.e., no, so, go), –ow (i.e., row, grow, low, sow), –oe (i.e., hoe, toe), –oa (i.e., road, coat, boat).
    • Emphasize that the words are spelled with different long o spellings, but they are pronounced the same.
  • Tell the crow to go away
    • Say, “Oh no! Here comes a crow. Crows like to eat seeds.”
    • Have the children write “Go away crow!” under the scarecrow graphic (see below).
    • Point out the words and objects on the graphic with different long o spellings (i.e., go, crow, coat).
    • Let the children hold up the scarecrow and pretend to shoo away crows from the rows of seeds.
    • Tape the Growing Flowers graphic (see below) to the table, following the directions on the graphic.
    • Invite the children to slowly unfold the paper flowers to make them grow.


Apply the skill

  • Read target words in texts
    • Engage the children in reading the target text Go and Hoe a Row (see below).
    • Have the children make a chart listing the words from the text with long o spellings: –o (i.e., no, go), –ow (i.e., row, sow, crow, slowly, grow, low), –oe (i.e., hoe, toe).
    • Emphasize that these words are all pronounced with a long o sound, but are spelled with different patterns.
    • Read the text again fading support.
  • Write about the activity using target words/patterns
    • Make a word wall of words from the activity with long o spellings: –o (i.e., no, so, go), –ow (i.e., row, grow, sow, slow, low, crow), –oe (i.e., hoe, toe), –oa (i.e., road, coat, boat)
    • Let the children write about working in the garden using words from the word wall (e.g., I can hoe a row and sow seeds. I can tell a crow to go away. I can watch a flower grow).

SEEL Target Texts

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Go and Hoe a Row

I go and hoe a row.
I go and hoe a row with my toe.
I go and sow some seeds in the row.
Oh no! A crow!
I can’t let the crow go in the row of seeds.
I tell the crow to go away.
I watch the seeds slowly grow.
I see the plants pop up in a row.
I see the plants start out low then grow and grow.
I love to watch my garden grow!



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1. CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.
2. CCSS.ELA-LITERACY.RF.1.3.C: Know final -e and common vowel team conventions for representing long vowel sounds.