Olly Says /o/ at the Doctors

Beginning Reading

Amy Bright



Rational:

Children must be able to develop their sight vocabulary so that they can become skillful readers. In order to increase their sight vocabulary, children must be able to understand the different correspondences of letters. In this lesson, students are going to learn the correspondence for the short vowel o=/o/. This correspondence will be reinforced through both spoken and written words.

 Materials:

 Procedure:

1.) Introduce the lesson by saying, "We all know that reading and writing is secret code. Today we are going to learn a little more about that code by learning that the short vowel o says /o/."

2.) Ask the students: "Has anyone ever gone to the doctor before and had to open their mouths really wide. What do you usually say when you have to do that? That’s right, you say /o/. Today we are going to learn how to say /o/ with our mouths. I want everyone to pretend that we at the doctors office and we are saying /o/. Let me hear everyone. Good Job! Now everyone make sure that your mouths are wide open and your tongue is on the floor of your mouth. Good job."

3.) "Now that everyone is learning how to say /o/ I want everyone to look at our poster in the front of the room with our tongue twister written on it. I am going to read the tongue twister to you and point to each word as we say it. 'Olly and Oliver hop off the octopus.' Now I want everyone to repeat this back to me. Good Job. Let's say this one more time and I want everyone to stretch out the /o/ sounds when you hear it. That was great!"

4.) "I would like for everyone to please take out their letterboxes and open them up to three boxes. Please take out your baggie full of letters also. Now can anyone tell me what we put in each one of these boxes? That's right, we put a letter in each box that has its own mouth move. Thank you so much! I would like for everyone to look at the dry erase board as I show you how to read your letterbox words. If I wanted to spell the word top I would first have to sound out the letters, /t/ /o/ /p/. Then I am going to put each sound into a box. Now I have spelled the word top. All of the letters that you have infront of you are what you are going to need to spell our next few words. Please listen closely as we start spelling with our letterboxes." I am going to read aloud the three phoneme words mop, hot, pop, dog, pot.

5.) "I would now like for everyone to look at the front of the room and I have some note cards that I am going to hold up with a word on each one of them. I want you to read the word to yourself and see if you can hear the /o/ sound in it. When I hold up a word that has the /o/ sound in it, I want you to use your quiet voice and say /o/. If I hold up a card that doesn't have the /o/ sound in it, then I want you to shake your head no. Here is an example. If I hold up the word job, then I am going to say /o/ quietly. Good Job!"

 6.) "Will everyone please take our their book Doc in the Fog and read this to themselves quietly. Please use your inside voices since we are reading to ourselves. Thank you so much. I am going to be coming around and listening to you read so keep reading the entire book. When you are finished, I want you to find a partner that is finished and I want you to read this book to each other."

7.)"I am now going to pass out to each of you a worksheet with 8 pictures and words on it. Please circle the words that have the /o/ sound in their names. When you are finished circling, you may color the pictures with the  /o/ sound." The 8 pictures are mop, box, car, dog, cat, broom, pot, and cup.

Reference:
Melissa Hensley, "Ahh Says the Doc"

http://www.auburn.edu/rdggenie/guides/hensleybr.html.



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