Emergent Literacy Design
This lesson
is designed to aid children in recognizing the short o sound in spoken
words. Students must be able to
recognize phonemes in spoken words before they can accurately go on to
recognizing
them in print. This lesson begins by
having students become familiar with the sound that short o makes. This gives them practice that will help them
recognize this sound in spoken words as well as blend this phoneme and
others
in a game at the end of the lesson.
(Objective):
The students will learn to recognize the short o sound in spoken words
by
identifying the short o sound and practicing the short o mouth move. They will practice blending phonemes and
identifying spoken words that contain the short o sound.
Materials:
Poster
with "Ollie
the octopus is occupied." written on it.
Poster
with the
following short o words listed and illustrated: top, mop, pot, sock,
doll.
Primary
paper and
pencil for each student.
Poster
with primary
paper lines labeled rooftop, fence, sidewalk, and ditch.
Have
lowercase o
written several times with arrows indicating how to print it.
In
the Big Top.
Educational Insights. 1990.
Worksheet
with 5
questions, each with a picture of a word that has the /o/ sound and one
without the
/o/ sound.
1. picture
of a mop and a chair
2. picture
of a sock and a mat
3. picture
of a hat and a doll
4. picture
of a box and a cup
5. picture
of a cat and a dog
Procedures:
1.
Begin the lesson
by discussing the importance of knowing the different sounds and mouth
moves
that go along with the letters of the alphabet.
Explain that one of the first steps in learning how to read and
spell is
listening to the sounds that letters make in the words that we say.
(Dialogue) "Do
you know that we use the sound /o/ in many
words that we say everyday? [Point to poster with short o words] Let’s
name a
few: top, mop, pot, sock, and doll are all words that have the /o/
sound in
them. How about when you go to the
doctor and he says, 'Open wide and say….'(let students fill in the
blank). That's right! You have to say /o/. Let's practice our 'say /o/' sound and pay
attention to the mouth moves we make when we say /o/". (Students
practice
making the /o/ sound.)
2.
"Let's say some
words that have our /o/ sound in them. [Point
to the tongue twister poster] Try saying, 'Ollie the octopus is
occupied'. Let's say it again, but this
time let's
stretch out the /o/ sound in each word, just like I am saying Ooooollie. Remember:
it's your 'say /o/' sound."
(Class says tongue twister while stretching /o/ out in each
word, repeat
several times.)
3.
"Now let's
practice writing the letter o. Our /o/
sound is spelled with an o. Take out a
sheet of paper and pencil and practice with me.
[Point to primary paper with o's poster.] Start
at the fence and make a little c, then
close it up and you have written your o!
Now practice by writing o's along the first line of your paper.”
4.
"I am going to
show you a good way to find the /o/ sound in words.
[Point to the /o/ word and picture
poster] I will look at each picture and
say the word that describes it by stretching out each sound I hear. Tttttoooopppp. This
time I will listen for my 'say /o/'
sound. Ttttooooo….I found it! I can hear
my 'say /o/'sound in this word."
5.
"I am going to say
some words in a secret code. If you can
figure out what word I am saying in my code, raise your hand and you
can tell
the class. The first word is /m/ /o/
/p/". (Repeat using the words top, hot, pot, cot, knot, doll,
sock, lock, and
chop.) Try giving each student the
chance to give the answer.
6.
"I will say a
word and I want you to raise your hand if you hear the 'say /o/' sound
in the
word. Some words will have the /o/ sound
and some will not.' Say the words top,
mop, cap, doll, net, lock, cot, pot, chip, giving students time to
raise their
hands after each word".
7.
"In a minute we
will read a story about a circus. Take
out your paper and pencil and write a sentence that tells me what kinds
of
people or animals you might see at a circus.
You can also add a picture if you would like to".
8.
Ask students if
they have ever been to the circus. Ask
them what they might see at the circus.
Tell students that In the Big Top is about the circus. Read the story to students once, and then
read it a second time asking students to listen for words in the story
that
have the 'say /o/' sound in them. Stop
after each page and allow students to tell the words that had the /o/
sound on
each page. As a class, repeat each word
slowly to check for the /o/ sound. Ask
students to stretch out the /o/ sound when they hear it in a word.
9.
For assessment
pass out a sheet that has 5 questions. Each question has 2 pictures,
one with
the /o/ sound in the name, the other without it. Students
should listen for the teacher to say
the words on the sheet. The students
should circle each picture that they hear the /o/ sound in.
Reference:
(Book) Eldredge, J.
Lloyd. Teach Decoding: Why and How. Upper Saddle River, NJ. Pearson
Education, Inc. 2005.
60-82.
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