The Lost Doc
Anne Larkin Oaks
*Rationale: Decoding is step that makes learning to read quick and easy. In order to be able to decode, the connection of graphemes and phonemes must be known. Short vowels are some of the most important phonemes that must be learned. For this design lesson, o = /o/ will be the main focus. Students will practice o = /o/ in spoken and written forms and they will make the connection between the grapheme and the phoneme.
Primary paper, pencils, Doc in the Fog (Educational Insights), cards with o = /o/ written on them, picture page with these o = /o/ items: pot, frog, sock, stop, box, fox, clock.
*Procedures for carrying out the lesson in detail, with numbered steps.
1.Writing is a top secret code in which we have to be taught what different
letters represent. When we speak, our mouth moves differently when we say
different words. Today we are going to see how our mouth moves when we say words
that have the o = /o/ sound. Can anyone give me some words with the o = /o/
2. Ask Students: Have you ever had to open your mouth wide for the doctor and say /o/? Well, the /o/ mouth move is the one we are looking for in words. Let’s try it. Pretend you are at the doctor. Open wide /o/, wider /o/.
3. Let’s try a tongue twister on a chart: We hop on a jog in the hot pot. I’ll read it first and then we can say it together. This time we read it, let’s stretch out the o = /o/. We hooop on a joog in the hoot pooot.
4. Now let’s take
out our primary paper and pencil. We can write the letter o for the sound
o = /o/. Take your pencil and start a little under the fence, curve down to the
sidewalk, curve over and back up to the fence.(this will be modeled) Now I
want you to make five more just like it. O is the signal for you to say o
5.Call on students to tell what they knew and how they answered: Do you hear o = /o/ in fog or code? Frog or tumble?
Float or clock? Flock or lip? Let’s practice the o = /o/ sound. Every time you hear the o = /o/ sound, I want you to hold up your card. When you do not hear it, I want your card to be down. Then read: Go to the doc who’s in a fog.
6. Read: Doc in the Fog and discuss the story. Read the book a second and this time having the students hold up their o = /o/ cards when they hear the o = /o/ sound. Then write the words they hear on the board. The students will draw picture of the words and write about it using invented spelling.
7. For assessment: Give the students a picture page and have them name the pictures. Then they will circle the pictures whose names have /o/.
• Reference: Susan K. Kemp. “The Sock Hop.” www.auburn.edu/academic/education.reading_genie/illum/kempel.html
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