Ohhhh Me, Ohhhhh My!

Rachel Edmundson

Emergent Literacy



 

Rationale: Students must be able to identify phonemes and recognize letters in written words to become a successful reader. This lesson will help students learn long O; the phoneme /O/ in spoken words and o in written words through tongue twisters, identifying /O/ in written language as well as spoken language.

 
Materials:

1 One poster with the tongue twister "Oh No, my Nose needs an operation in October."

2. No David by David Shannon

3 Pages with different pictures on them (some of long O sounds and others that do not have the long O sound) such as toes, a nose, yogurt, an oval, a home, a coat, and a rose.

Procedure:

1. Today we are going to learn about an important vowel, the vowel O (long O). You hear this vowel in lots of words such as "Ohhh" when you are excited or when you figure something out. Can we all say "Ohhhhhhhhh"? There are other words that say O. Some examples of long O are rose, snow, toe, toad, and nose.

2. Now we are going to learn a tongue twister! (Turn over the poster) Say: "Oh No, my nose needs an operation in October." Lets all say it together now! "Oh No, my nose needs an operation in October." That’s great! Can we stretch out the words when we hear our long O sound? " Ooooooooh Nooooooo, my noooooose needs an operation in Octoooooober. Now we are going to cut off our O’s in our words. /O/h N/O/, my N/O/se needs an operation in Oct/O/ber

3. (Have class take out primary paper and pencils) Let’s use the letter o to draw /O/.  To write a capital O, you always start with a capital C and then close the other side. For a lowercase o, you start with a lower case C and then close the other side. I want to see everyone practicing writing their O’s, both capital and lowercase. I need to see 5 of each before you finish.

4. I am going to ask some questions and I want you to raise your hand when you know the answer, don’t yell out the answer. Do you hear /O/ in nose or in hand? That’s right, noooooose. What about in plate or rose? Yes! It’s in roooooose. Lastly, do you hear /O/ in rain or snow? That’s right, snoooooow.

5. Now we are going to read No David. It is about a small boy that always hears no. I wonder what he does to hear his mother tell him no all the time? Do you think that he is going to change during the story? Well let’s find out! Read No David. To introduce the book, read the title and ask students if they hear their new friend long /O/ in the title. Read it again slowly. Nooooooo David. Then as you read ask the students to raise their hand every time they hear the long /O/ sound. Then after reading the book once, read it again and have students listen for other words with long /O/ sounds and write those words on the board as you go along.

6. Then have students, in groups of 2 or 3, write their own tongue twister using invented spelling, and then have students share with the class.

7. Lastly, give each student a page of different pictures, some of long O words and some without the long O sound and have students circle the pictures that have the long O sound.

Assessment: I will assess the students by taking up their picture page as well as looking over their primary paper that they practiced their own writing of capital and lower case O’s.

References:

Shannon, David. No David. Scholastic, Inc., New York.

 Reading Genie website: www.auburn.edu/~murraba/

Kristie Fitzgerald – "Ohhh no, my nose"

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