Reading Rocks!


 Beginning Reading

 By: Anne Jones




In order for children to become skillful readers, they must initially be capable of recognizing and understanding phonemes and corresponding letters. In this lesson, students will learn the phoneme o=/o/. We will use the letterboxes when learning and reading, and a worksheet as a final assessment.


-Letterboxes for every student
-Letterbox tiles (p,o,t,m,s,h,r,l,b,n,d)
-Illustration of person with the cool drink
-Decodable Powerpoint A Hot Spot (from The Reading Genie)
-Fill-in-the-blank activity sheet for each student
-matching word/picture worksheet


1.      I will begin the lesson by telling students, “Today we are going to learn about the short /o/. I will hold up the illustration of the person with the cool drink and demonstrate the short ‘o’ sound in the word cool and emphasize the sound of the ‘o’ phoneme.

2.      I will then introduce a tongue tickler with the phoneme /o/. I will say “In October, Oscar the ox operated on Ollie the octopus.” I will then have students say it with me and we will put extra emphasis on the short ‘o’ in each word. “Notice how our mouths move when we say this sound, and how we make the sound by opening our mouth wide and then releasing a sound. “

3.      I will then have students practice looking for the /o/ sound in different words. I will ask them, “Do you hear /o/ in POT or PAN? BOX or BAG? ROCK or RACK? POND or PINE?”

4.      Once students are comfortable in identifying /o/ in words, I will get out the letterboxes and lay them flat on the desk. I will line up the letter tiles with the letters right-side up. Before students get started, I will model how to spell the word ‘sock’ with the letterbox tiles and at what point in the word I make the /o/ sound. I will model how to do a letterbox by spelling out the word cow. I will sound out the c, o, and w phonemes and place the letters in the appropriate boxes as I do.

5.      Students will then spell words independently at desk. I will include review words pat, net, and spin.[3- pot, pen, pat, net, mop, lot, pom; 4- plot, spin, shock, drop; 5- strong, blond, stomp, frost, splotch]. When a student thinks he/she has the correct answer, they are to raise a hand and I will check it. After we have gone through all the words, I will write the words on a piece of paper for review.

6.      Give a book talk for The Hot Spot. Tell students, “This is a fun and entertaining book about a boy named Tim and his pig Slim. It is a hot summer day and they need to keep cool! Do you want to know what they do? Read to read out!” Have students read the book with a partner. Once they’ve done so, reread the book together as a class. As you all read, have students quietly raise their hand when they hear the short /o/ sound.

7.      Students will then do an engaging activity where they will make their own story using short ‘o’ words. Before beginning, I will ask them if any of them have ever done a ‘Mad Lib’ game before. I will explain that this activity is similar to a Mad Lib, and they are to write short ‘o’ words in the blanks of the story.

•  Assessment:

Teacher will ask students to tell which word they hear the short o present in. teacher will ask students if they hear short o in hot or hat, mop or mat, tot or tank? Students will be assessed according to whether or not they correctly identify the short o word. Students will also complete a worksheet in which they are to circle the short ‘o’ word that matches the picture.



Engaging short ‘o’ activity:

Short ‘o’ worksheet:

Short o Powerpoint book:

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