Click, Click, Click, Click…Ahhhhhh!

 

Beginning Reading

Emily Lusher

 

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

Return to the Awakenings index