O-o-o Iâm Tired!


                                                                                                             
person yawning


Beginning Reader Design
Allison Brock

Rationale:  Children need to understand that letters stand for phonemes and spellings map out the phonemes in spoken words in order to learn to read and spell words.  Children have to be able to recognize phonemes in spoken words before they can recognize them in written words.  Short vowels are extremely difficult phonemes to identify.  This lesson will help children identify the /o/ (short o).  They will recognize /o/ in spoken words by learning a memorable representation and a letter symbol, and then practice finding /o/ in words.

Materials:  picture of person yawning, letterbox set for group, larger letter box set for teacher, (l, o, g, m, d, r, ck, f, s, n, t, p) letter tiles for each student, larger tiles for teacher, chart with ãOllie the Octopus sings opera songsä, paper and pencil

Procedures:  1. Introduce the lesson by explaining our language is a written code.  The hard part is knowing what the letters stand for, or the mouth moves we make when we say words.   Today we are going to work on spotting the mouth move /o/. 

2.  Ask students: Did you ever hear the /o/ noise you make when you yawn?  Thatâs the mouth move weâre looking for in words. Show picture of person yawning.   Letâs pretend to yawn and say /o/. (fake yawn.)  Yawn: /o/.

3.Letâs try a tongue twister (on chart).  ãOllie the Octopus sings opera songs  Everyone say that three times together.  Now say it again and stretch the /o/ sound at the beginning of the words.  ãO-o-ollie the O-o-octopus sings o-o-opera songs  Try it again, and now break off the words: ã/o/llie the /o/ctopus sings /o/pera songs

4. (Have students take out paper and pencil.)  We can use the letter o to spell /o/.  Start at the fence. Do circle around to the sidewalk and end back at the fence.  I want to see everybodyâs o.  Once you get a sticker, I want you to make 9 more just like it.  When you see the letter o all by itself in a word, thatâs when you know to say /o/.

5. After writing their ten oâs, each child will receive a letterbox as well as the appropriate letter tiles.  Say: äNow we are going to practice using what we know about the /o/ sound to spell words.  What if I wanted to spell the word ãonä.  First I am going to unfold two of my boxes because bat has three sounds, /o/ /n/.  I am going to start with the first sound I hear in on. O-o-on.  I hear the yawn /o/ sound.  I will place the letter ãoä in the first letterbox. The next sound I hear is the /n/ sound.  I am going to place the letter ãnä in the second letterbox, because it is the second sound I hear. Each of you have your own letterboxes and I want you to try and spell some words using this same procedure that I just modeled for you.  We will first open our letterboxes to only three boxes, meaning that each word we spell contains three sounds.ä  I will now ask the children to spell log, mom, dog, rock, lock.  Once they finish spelling each word, we will go around the different groups and I will ask every child to explain to the other members of their group how they spelled the particular word.  I will model the correct way with my larger letterbox.  We will continue on in this manner spelling 4 phoneme words such as:  frog, song, stop, lock, stock, smock .  We will spell the 5 phoneme word smog. Last, I will write each word one at a time on the board (log, mom, dog, rock, lock, frog, song, stop, lock, stock, smock) and call on students individually to read them out loud to the class.

6. Now we will work on reading words with the /o/ sound in the decodable text, In the Big Top.  Each child in the group will get an individual copy of the book.  Say: ãI know that each of you can do an outstanding job of reading this book because all of you are now experts at recognizing the o sound, /o/.  After you finish reading, I want you to write down at least three words you read containing the /o/ sound.  Also, if I come and pat you on the shoulder I want to you read in a low voice so I can hear what an expert reader you have become at recognizing the o sound, /o/, in written words. Before we start reading, I am wondering if any of you have been to the circus.  This book is about what happens in the circus.  To find out what goes on, we will have to read the book.ä  After each child has finished, I will ask them to share the words that they found containing the /o/ sound.  I will write them on the board and compile a list of all the /o/ words in the text, In the Big Top.

7. Read Bud the Sub and discuss story.  Read story again and have the students raise their hand if they hear the /u/ sound.  List the words they say on the board. 

8. For assessment, I will give each student a picture page with the correct number of letterboxes to spell the word underneath the picture.  As a class, we will name the first picture and then I will have them spell the word in the letterboxes below the picture.  Remind the children that each box has only one sound.  We will do this with each picture. I will have the picture words written on note cards. I will have the students, one by one, come read the cards I ask them to read.  This will allow me to hear them saying the /o/ sound and it will also let me know that they have a better understanding of the /o/ sound while they read. I will also let the class scream out, ãOoooooä

Reference:  Hamby, Courtney. Supressing Short O lesson. http://www.auburn.edu/rdggenie/guides/hambybr.html

Adams, Lacey.  ãAaaaaa!!!!ä  Please Donât Cry Baby!

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


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