Lindsey Champine

02/26/01
Lesson Design
Emergent Literacy 


  Open Your Mouth and Say Ahh!


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.

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.
                    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.

References:   J. Lloyd Eldredge (1995). Teaching Decoding in Holistic classrooms: Developing Phonemic Awareness Through Stories, Games, and Songs; 50-70.
                     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.
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