Click, Click, Click, Click…Ahhhhhh!
Beginning Reading
Rationale: This lesson teaches children about the short vowel
correspondence o=/o/. In
order to become capable readers, children must not only learn to
associate phonemes with their graphemes, but also identify the
mouth movements needed to create individual sounds. In this lesson
children will learn to recognize, spell, and read words
containing the spelling _o_.
These objectives will be satisfied through the completion
of various tasks and activities.
Materials: Graphic image of a roller coaster; cover-up critter;
whiteboard or smartboard Elkonin boxes for modeling and
individual Elkonin boxes for each student; letter manipulatives
for each child and magnetic or smartboard letters for teacher:
n, f, o, x, j, b, d, r, p, l, a, s, t, g, p; list of spelling
words on poster or whiteboard to read: on, fox, job, drop, last,
frog, pod; decodable text: The Dog and the Chick
Procedures: 1. Say: Learning everything we can about the letters we
know and the sounds they make will make us expert readers. We
have already learned many short vowel sounds, today we will
explore a new vowel, o, and one of the sounds it makes, /o/. I usually say /o/
when I am scared or excited, just like I feel when I am on a
roller coaster, "Ahhh!" [Show
roller coaster graphic.] When
an o makes the /o/ sound, it usually has consonants before,
after, or on both sides of it.
[Write _o_ on the board.]
The blank lines represent the consonants on either side
of the letter o.
2. Say: Before we learn about the
spelling of /o/, we need to listen for it in some of the words
that we hear. When
listening for a certain sound, it helps to say the sounds you
hear. When I say
/o/, my mouth opens wide from top to bottom. [Make vocal gesture for
/o/.] Let me show
you how I find this sound: clock.
As I say the word to myself, I feel my mouth open wide as
I say the middle sound. [Demonstrate mouth movement while
repeating "clock."] There
is a short o in clock. Now I'm going to see if I can find /o/ in
ham. When I say
"ham," my mouth does open wide, but it opens wide from left to
right, not top to bottom.
There is a /a/ in ham, but no /o/. Now you try. If you
hear /o/, pretend you are riding a roller coaster with your
hands in the air saying, "Ahh!" (In an indoor voice, of course.) If you don't hear
/o/, keep your hands in your lap and shake your head "No." Is it in pop, clap,
moss, lock, set, dog? [The
children will put their hands in the air and pretend they are
yelling on a roller coaster when they hear /o/.]
3. What if I want to spell a word with
the sound /o/? I
want to spell the word frog, "Did you see that frog catch a fly
with its tongue?" To
spell frog in letterboxes, first I need to know how many
phonemes, or sounds, I have in the word. To do this, I will I
stretch out the word and count: /f//r//o//g/. How many sounds is
that? I heard 4
sounds, so I need 4 boxes. The first sound I heard was /f/, so
I'm going to put the letter f in the first box. Now let me think,
what was the last sound I heard?
/g/, I know what letter makes that sound, g! I will now put a g in
the last box. So,
now I have f_ _g. Well,
I know that I heard /o/ in the word frog, so I will identify
that sound next. I
now know that o makes the /o/ sound, which means that is what
letter I will use. Did
I hear /o/ before the g or after the f, /f//r//o//g/? I hear /o/ right
before /g/, that means I will put an o in the box right before
the g. I only have
one box left, /f//r//o//g/.
R makes the sound /r/, so I will put in r in my last box,
right after the f. Let
me show you how I would read this word. [Display poster with
frop on the top and model reading the word.] I'm going to start
with the _o_; that part says /o/. Now I'm going to add the other
letters, first the first two, /fro/. Now I'll put that chunk together with the
last sound, /fro-g/. "When
I went camping, I caught a frog with my dad."
4. Say: Now I want you to spell some
words in letterboxes. First you will start with an easy word
that only uses two boxes, on.
On is a sight word, " I left my keys on the kitchen
table." What
should go in the first box? [Respond to children's answers].
What goes in the second box?
As I walk around the room, I will check your spelling. [Observe progress.]
You'll need three letterboxes for the next word. Listen for the
beginning sound to spell in the first box. Then listen for /o/,
which will go in the middle box.
The word I would like you to spell is: fox, "I hope the
fox doesn't get into the garbage, fox." [Allow children to
spell remaining words: job, drop, last, pod.]
5. Say: Now I am going to let you read
the words you've spelled. [Have children read words in unison.
Afterwards, call on individuals to read one word on the list
until everyone has had a turn.]
6. Say: I am so proud of all of you
for reading these new words with o=/o/! Now we are going to
read a book called The
Dog and the Chick. This
story is about a dog with a pet rock. One day his rock begins to act very
strangely. What
could be happening to his friend?
Let's get into pairs and take turns reading this book to
find out what is happening to the rock. [Children pair up and
take turns reading alternate pages each while teacher walks
around the room monitoring progress. After individual paired
reading, the class rereads The Dog and the Chick aloud together, and stops
between page turns to discuss the plot.
7. Say: To practice what we have
learned today, you will use what you know about /o/ to complete
this activity. On this worksheet, you must look at the picture
and figure out what it is.
After you have identified, or figured out, what the
picture is, find and color in the letters you hear in the word
in the bubbles next to the picture, then write the word on the
line next to the bubbles. Reread and sound out your answers to
see if they make sense.
Remember that all of the words will have the /o/ sound in them. [Collect worksheets
to evaluate individual child progress.]
Resources:
Geri
Murray, Oh, I didn't know! http://www.auburn.edu/~murrag1/BRMurrayG.htm
DeWitt, M. The Dog and the Chick. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/teacherbooks.html
Assessment
Worksheet: http://www.funfonix.com/worksheets/book1_page27.php