Open Up and Say Ahh
Open Up and Say Ahh
Ridey Foster
Beginning Reading Design
Rationale:
In
order for children to become skillful
readers they need to develop their sight vocabulary. Before children
can
increase their sight vocabulary, they must understand the different
sounds and
mouth moves of different letters. In this lesson, students are going to
learn
the correspondence for the short vowel o=/o/. This
correspondence will
be reinforced through both spoken and written words.
Materials:
primary paper, pencils,
chart with "It’s odd that
Oliver and his octopus, Oscar both have October birthday.", Doc in
the
Frog by Shelia Cushmen, Educational
Insights. (one book
for each student), class set of Elkonin boxes, class set of Elkonin
letter
maipulatives: p, o, t, s, c, k, n, e, f, m, a, g, h, i, l (2),( a set
for each
child), class set cards with letter
o on them,
white board and a dry erase maker, crayons, assessment
worksheet: picture page with the
following pictures on it: dog, cat,
fox, lion; clock, airplane,
coat, sock, house, frog, cow,
stop.
Procedures:
1. Introduce
the lesson by telling the students that, writing
is a secret code. Each letter in the alphabet has a name, we all
know
their names. Not only does each letter have its own name they also have
their
own sound, some letter have a few sounds. Our mouth moves in different
ways as
we say different letters so the right sounds will come out. Today
we are
going to do some activities that will help us figure out how to make
the sound
for o = /o/. Once we know how to make the sound with our mouth,
we'll be
able to spot /o/ in any word.
2. Ask students: I am sure that
every ones
has been to the doctor for a check-up, right? When the doctor has
you
open your mouth really wide as he looks down your throat, what is the
noise he
asks you to make? That’s right very good, we open up and say ahhhhhhh. That's the sound that
we're going to listening closely for in several different words. Just
for a
moment pretend I am a doctor, ok class can you say /o/. Try to
hear /o/ in
the word dot. Let's say dot together really slowly.
d-ahhhh-ttttt. Good, that /o/ sound in dot is what we are
looking for today.
3. Let's try a tongue twister (on
chart).
"It’s odd that Oliver and his octopus, Oscar both have October
birthdays." Everybody say it three times together. We are
going to say it again, but this time, we are going to stretch out the
/o/ at
the beginning of each word. As we do it let’s pretend that our
finger is a
tongue depressor and put it in front of
our mouth like the doctors do. "It’s
oooodd that Ooooliver and his oooctopus, Ooooscar both have Oooctober
birthdays."
That was great, this time we are going to separate /o/ from the
beginning of
each word and separate the rest of the word: “It’s /o/ dd
that /O/ liver and his /o/ ctopus, /O/ scar both have /O/
ctober birthdays. Great job!
4. I would
like for everyone to please take out their letterboxes and open them up
so that
there are three boxes. I would also like you to please take out your
baggie
full of letters. Can anyone tell me what goes in each one of these
boxes?
That's right, we put a letter(s) in each box that has its own mouth
move. I would
like for everyone to put their letters down and to look up at the dry
erase
board. I am going to model for what you are going to be doing. I wanted to spell the word mop. I first
have to sound out the word slowly and listen for the different mouth
moves, /m/
/o/ /p/. I am going to put each sound
into a box. /m/. I will put an m in the first box, /m/ /o/, /o/ I will
put an o
in the second box. /m/ /o/ /p/, p goes in the third box. Now I have
spelled the
word mop. All of the letters that you have in front of you are
what you
need to spell our next few words. Please listen closely as we start
spelling
with our letterboxes." I am going to read aloud the words with three
phoneme sock, fill, hop, not, mat, pot, fog, leg.
5. Let me help you find /o/ in the word
flop. I am
going to stretch it out in super slow motion, I want you do be
listening for
the /o/ that you say at the doctors office. Ff- ffll- ffllo… there it
is. I do
hear the /o/ in flop.
6. I will ask students the following
questions:
(pass out a card to each student) Do you hear /o/ in block or brick?
strong or
weak? pan or pot? even or odd? stop or freeze? run or
jog? dog
or puppy? (pass out a card to each student) Say: Let's see if you can
spot the
mouth move to say /o/ in some words. If you hear /o/ in a word,
hold up
your o card. If
you don’t hear /o/ in a word leave your card down. (Say the
following
words one by one so that students have time to respond. Check to
make sure
each student is responding correctly.) It’s, odd, Oliver, and,
his,
octopus, Oscar, both, have, October, birthdays.
7. Introduce them to the book Doc and the Frog. This story is about a magical wizard
who uses his
magic wand to change things. He starts off by changing a mop into a… I
am not
going to ruin the surprise, you have to read Doc and the
Frog to find out what he changes with his magic wand.
Once you are finished reading I want you to find a partner and take
turns
reading it through once to each other. If I come by and tap you on the
shoulder
I want you to read it aloud to me. After they have read the story on
their own
we are going to come back together. I am going to read the story to
them. As I
read it they are going to raise their hands when they hear /o/. I am
going to
have them list those /o/ words in their journals. I am going to have
them write
about what they would do if they were a wizard with a magic wand. They
will be
using inventive spelling to do so. They can also draw a picture to go
along
with their story. I will display their work around the room.
8. For assessment, give each student a
picture
page with different short /o/ illustrations, as a class I will help the
students name each picture. The students should color the
pictures whose
names have /o/ in them.
Reference:
(1990). Phonics Reader
Short Vowel, Doc in the Fog.
Carson, Ca (USA): Educational insight.
Murray, B. A. and T. Lesniak. “The
Letterbox Lesson: A
Hands-on Approach for Teaching Decoding.” The
http://www.auburn.edu/rdggenie/