02/26/01
Lesson Design
Emergent Literacy
Open Your Mouth and Say Ahh!
Materials: Piece of lined paper with a word, and a
picture;
contains the o=/o/ correspondence, balls with a word containing the
o=/o/;
Phonics Reader “Doc in the Fog”; crayons; picture with a word
containing
the o=/o/ and a blank box; pencils.
Procedures: 1. Begin the lesson by explaining to the
children
that in our language we have so many sounds and some of those sounds
are
very hard to see and hear but once we can learn the relationship of the
sounds and their letters it will be much easier to learn to put them
together
to make words. Today we are going to be working with the sound /o/.
After
seeing this sound and seeing the letter that represents the sound in
different
combinations you will be able to recognize it much easier.
References: J. Lloyd Eldredge (1995). Teaching
Decoding
in Holistic classrooms: Developing Phonemic Awareness Through Stories,
Games, and Songs; 50-70.
Questions? E-mail the Author
Rationale: When learning to read and write children need
to be able to recognize and hear distinct sounds in spoken and written
language. Developing a connection between phonemes and their letter
symbols
is a key factor in the success of learning how to read and write for
children.
Short vowels are very tricky and hard to decode at times because their
sound can change. In this lesson a child will learn different
strategies
that will prove to be helpful in identifying the o=/o/. A child will
learn
to point out specific words with /o/ in them and will also demonstrate
an understanding for the proper usage of this correspondence by
identifying
the connection between the letter and the sound of the o=/o/
correspondence.
2. Ask the students: When you have been sick and had to go to the
doctor,
do you remember having to stick out your tongue and making the sound
/0/?
I remember making that sound with my mouth many times. This is the
sound
we want to hear and see in the words we will be working with today.
3. I am going to say a word three times so you can listen very
carefully
to how I say the word. After I have finished saying it, I want you to
say
it once. We will work with three words and so the same thing with each
word. Now I want you to listen as I put the words together in a
sentence
and I want you to say it after I say it three times. The words are
stop,
hop, and pop; the sentence, Stop and hop when you here a pop. After
children
have listened and repeated I will ask them to listen to each sound in
the
words I say and count how many sounds they heat in each word. Ex.
Teacher:
/s/-/t/-/o/-/p/, did you here the /o/ sound? How many times did you
here
it in the word stop? Great Job!
4. Now, I have a picture that I am going to give each one of you. There
is a word below the picture and in the word is the letter “o” and this
letter makes the sound /o/. Below the word you will see some lines
drawn
with a dotted line through the middle. I want you to find the letter
“o”
in the word and then write it five times side by side below the dotted
line. You will start the “o” the same way you would start the letter
“c”.
Take your pencil and place it on the dotted line between the two solid
lines, curve it around until you meet where you started. You have taken
it around in a circular motion. When you finish I want you to make the
sound the letter “o” makes.
5. Now we are going to play a game. I am going to give each one of you
a different card with a word on it. I am going to say something like “
Mary is a good friend to Rob, then I will say but she is also a good
friend
to ? Here you will raise your card if you have the word
that
rhymes with “Rob”.
6. Now we are going to read “Doc in the Fog”. After we read this story
we are going to pick out all the words in the story that have the /o/
sound.
We will list each word on the board. Beside each word we are going to
draw
a box with a piece of colored chalk. After we have done this I will
give
each student a picture of a box. Next to the box you will see a word
that
makes the /o/ sound. That word is also on the board, so I want you to
find
your word on the board and find the colored box next to it. Now I want
you to color your box on your piece of paper the same color. Teacher
will
demonstrate. Students will write a message about what they will put in
their box.
7. In assessing my children I will have two objects in the front of the
classroom. One will be a box and the other will be a bowl. I will
identify
these two objects with the children and then pass out little paper
balls
that have a word on them. Each child will have a different word. The
children
will have to look at their word and see if it has the /o/ sound. If it
does they will put it in the box, because box has the /o/ sound in it.
If their word doesn’t have the /o/ sound they will put the ball in the
bowl because it doesn’t have the /o/ sound.
Marilyn Jager Adams (1991). Beginning to Read: Thinking and Learning
about
print, A Summary by Steven A. Stahl Jean Osborn, and Fran Lehr. Urbana,
IL: Center for the Study of Reading Preparing Young Children to Read;
51-58.
click here to return to breakthroughs