OOOOhhhh Nooo, My Nose!

Emergent Literacy

 Kristie Fitzgerald

Rationale:

Phonemic awareness is a prerequisite for phonics knowledge, spelling development, and word recognition, and is a predictor of later reading and spelling achievement. (Eldredge, p.27). Letter recognition is one of the two best predictors for reading success (Adams).  Successful reading will only follow a strong foundation of letter recognition, because students must be able to identify the written symbol with the sound that corresponds with it. Today’s goal, students will learn O/ (long o) by tongue twisters, identifying /O/ in spoken language and recognizing /O/ in several words.

Materials:

                1. One large chart with the tongue twister, "Olivia’s coast is old and orange,"
            2. Each student needs a pencil and a piece of primary paper.
            3. Each student needs a dry-erase board and a dry-erase marker and a tissue.
            4. Each student needs a sheet of paper and crayons.
            5. Bo and Rose book

                6. Each student needs a long O bingo sheet

                7. Each student needs markers to mark off their bingo words

                8. Cut up all of the long O bingo words and put them in some form of container (you will need this to draw the words  to call them

out)

                9. Picture worksheet

Procedure:
 1. Today we are going to learn a very important vowel sound, O (long o).  O makes the “OOhhh” sound, like when you finally understand something you go “OOhhh, I get it!” Or when your body hits something and you moan “OOhhh.” We hear “OOhhh” in lots of words like nose, goal, mole, low, pro, hose, etc.
2.Together lets  practice the OOhhh  sound by pretending that we have just remembered something or we get something by going OOhhh!!!!  Now let’s say the sound in loooow, throooow, jooooke, goooal. What about the word box, does that make the OOhhh sound? Good job everybody with your sounds!

3. Now we have a tongue twister for the day!!!!  Reveal the chart with "Olivia’s coat is old and orange.” Everybody say it together.  Now, we are going to say it again and we are going to hold out the /O/ sound in the words: O-O-livia’s c-O-O-at is O-O-ld and O-O-range. Good job!!!  Now, we are going to try and do the tongue twister again, but this time we are going to break-off the /O/ from the word:  /O/ livia’s  co /O/t  is  /O/ ld and   /O range. Great job!!!
4. Okay, now we are going to take out our special lined paper and we are going to practice making the letter O.  To make a lowercase o, we are going to make a little c and then close it up.  I am going to walk around and look at all of your little o's and when I see one that looks just right, I am going to make the little o a smiley face and I want you to make a row of o's just like that one.
5. Everyone needs to take out their dry-ease boards, a dry erase marker and a tissue to erase with.  I am going to say two words; I want you to listen for the “we just remembered something” sound in the words.  If you hear /O/ in the first word, I want you to write the number 1 on your dry-erase board.  If you /O/ in the second word, I want you to write the number 2 on your dry-ease board.  Then, we are going to share our answers and decide which word had the “we just remembered something” sound in it.  Do you hear /O/ in coat or cat? Horn or have?  Loaf or like?  Pole or Pile? Boat or bite?  Got or goes?  Rake or role?  Everyone make the O shape with your mouth like you are about to say /O/.  When I say the next few words, see if you can see my mouth make the /O/ sound. Alone, tone, home, coat, coast, oats, oaks, poke, mole.
6. Read Bo and Rose. To introduce the students to the book, tell them that this books is about a donkey named Rose who likes to have fun at the beach, but sometimes can get into a little bit of trouble.  Let's read the book to find out what kind of trouble Rose gets into. After reading the book have a short class discussion about what the students thought about the book.  Read it again and have student make the /O/ sound with their mouth when they hear the /O/ sound. List words on the other side of the tongue twister chart.  Have each students write in their journals three  sentences using different /O/ words.  The students will be using inventive spelling.  When the students are finished, have them draw pictures on /O/ words on a sheet of paper and label the different words.  The student should use their crayons to make the pictures more interesting.  Then hang the students work on a bulletin board in the classroom
7. Ask students to identify the other students work on the bulletin boards and pronounce in the /O/ sound in each of the different items.

8. Play long O bingo!

9. For assessment, I will give each student a picture page. We will name the pictures together, and then I will ask the students to write o  underneath the pictures that have the /O/ sound.

References: Traci Leech Oh My!