“Aaah”
Says the Doc
Beginning
Reading Lesson Design
By:
Mariel D. Hall
Rationale: Children must learn to decode many
different
correspondences in order to learn how to read. In this lesson,
the
children will learn the o = /o/ correspondence. The
children will
be able to recognize the letter o and associate it with the
phoneme /o/
in written and spoken words.
Materials:
Elkonin Boxes for each student
Elkonin boxes for the teacher
A set of letters for each child and teacher (i, o, b, d, f, h, j, l, l,
m, p,
p, r, s, t)
Chart paper with the tongue twister on it – Oliver the octopus hopped
to Oz.
In the Big Top Educational Insights Phonics Reader
Worksheet containing pictures of words with and without the o =
/o/ phoneme, such as an ambulance, igloo, insect, octopus, olive,
ostrich, and otter.
Primary writing paper and pencil for each student
1. Remind the students that the letter o = /o/ only when it is
by
itself. If there is another vowel, it does not say this
sound.
" Today we are going to learn about the letter o (Write
the
letter on the board). We are going to learn one of the sounds
this letter
makes. I hear this sound a lot when I go to the doctor. My
doctor
will tell me, “Open up and say Aaah”. Has your doctor ever said
this to
you? Well, this is the same sound the letter o
makes. It
says /o/. Let’s all say that sound together. Good, now this
time,
let’s pretend like we are going to hold a tongue suppressor on our
tongue when
we say this sound. Remember, do not touch your hand to your
mouth, but
place the Popsicle stick on the tip of your tongue. Let’s all try
this. /o/.
2. Let’s try and see if we can find this sound in our tongue
twister. Oliver the octopus hopped to Oz. Now you all try
saying it
with me. Oliver the octopus hopped to Oz. Great! Now
this
time when we say it, I really want to hear our doctor sound.
Let’s try
and break off the /o/ sound in the words as we say them. I will
show you
how and then we will all try together. O
– liver the o – ctopus h – o – pped to O – z. Now you try.
O –
liver the o – ctopus h – o – pped to O – z. Good.
3. Now, let’s use
our
letterboxes (Elkonin Boxes) just like we did yesterday with the short i
= /i/ sound. When we do this, we are going to review some of the
words we
already know using different vowels and we are also going to learn some
new
words with our doctor sound. Remember, we use the letter o
to
represent this sound. (Pass out the boxes and the letters
needed.)
OK. Please turn all of your letters over to the lower case
side.
Before we all try some, watch me to make sure we remember how to do
this.
Remember, each box stands for one sound. Sometimes our sounds use
more
than one letter, so it is important that we listen for sounds in our
words. I am going to try a word with three sounds in it.
(Put out
three letter boxes). The word I am going to try is hot. /h/
/o/
/t/. I hear three sounds in this word, so in the first box, I am
going to
put the first sound. /h/. I will put the letter h
here. Next, I hear our doctor sound /o/, so I will put my o
in the
middle. The last sound I hear is a /t/. I will put that
letter t
here. Hot! Now, I want you to
try some. As I call out a word, I want you to put the letters in
your
boxes. I will come around and help you if you need some
help.
(Tell the students how many sounds there are in each word before you
say the
word. This way they will know how many boxes to have
ready). (Call
out words which consists of three sounds such as: like, rod, mop, hot,
lid, bob, fog, and words which consists of four sounds like: spot,
slob, frog, flip).
4. Now, I am
going to write
some of the words we just spelled on the board. I want you to
read them
aloud to me as a class. If you hear the doctor sound in the word,
I want
you to show me your tongue suppressor move with your Popsicle
stick. Let
me show you how and then we will all do this together. (Write the
word
rock on the board). This word says, rock.
See how our o is in the middle. This says
/o/. It
starts with /r/ and ends with /k/. Put it all together and this
says
rock. (Say it slowly and hold your
suppressor up to your mouth). Now you try. (Write the words
from
the letterboxes on the board). Great Job!
5. Let’s try writing a message on our
paper. We
are going to write a message about our pet frog. (Point to the
frog in
the classroom. If you don’t have a pet frog, tell the students
that they
will be writing about a frog they might see in the pond). Let’s
try and
use some words that have the /o/ sound in them in our message. (I
will
allow the students to use their inventive spellings to write their
messages).
6. (I will pass
out copies of
In the Big Top to each pair of students). This book
is about
a family who is in the circus. There are lots of people in this
circus
and they all have a lot of stuff. They are trying to figure out
how to
get all of their stuff into a little hot rod. How do they get
everything
and everyone to fit? You will have to
read the rest of the story to find out how. (Allow them to read
with a
buddy as you walk around and scaffold when needed).
7. I will then
pass out the
worksheet. This worksheet will have pictures of things with the
/o/
phoneme in them. Some of the objects will not have this phoneme
in
them. Ask the children to circle the pictures that have the
doctor sound
in them with a pencil. Then, ask them to write the name of the
object
underneath it on the line using their inventive spellings. This
worksheet
will be the students’ assessments.
References:
1. Whitney Adams, Hop Scotch.
http://www.auburn.edu/rdggenie/discov/adamsbr.html
2. Kara Oglesby, Olly,
Olly, Oxenfree
http://www.auburn.edu/rdggenie/openings/oglesbybr.html