Open Wide Ollie

Rationale:  It is critical for beginning readers to clearly understand the alphabetic principle.  Vowels are the hardest concept to learn so there needs to be plenty of practice.  This lesson is designed to have the children recognize, spell, and read words that contain the correspondence o=/o/.  The students will learn meaningful representation of the letter and have plenty of practice with written and spoken words which contain o=/o/.

Materials:

-Primary paper and pencils

-Chart with the following sentence written “Oliver had and operation in October, and Oscar gave him an octopus."

-Large letterboxes for teacher

-Small letterboxes for students

-Letters for each student- t, h o, p, f, r, s, d, g, a, f, l

-Picture sheet with some words with o and some without- dog, top, stop, doctor, popcorn

-Book: In the Big Top, Educational Insights (1990)

Procedure:

*Whole Class

1. Today we are going to learn about a new vowel.  It is “o” and it makes the /o/ sound (o=/o/).  “Can anyone else raise their hand and tell me some other vowels.  The short vowel o is important because it makes words like top, dog, spot, and stop.  Today we are going to work on spelling, writing and reading words that have /o/ sound in them.”

1. “To make the /o/ sound we open our mouths wide like your yawing.  Now

let’s pretend we’re yawing and make the /o/ sound.  We now look like

we’re yawing while making the /o/ sound.”

1. “Now let’s try our tongue twister.  Repeat this after me.  "Oliver had an operation in October, and Oscar gave him an octopus."

Repeat till firm.  Now stretch it out and act like your yawing

when you hear the /o/ sound.  “O-o-oliver had an  o-o-operation in O-O-October, and  O-O-Oscar  gave him  an  o-o-octopus."

1. “We are going to do a letterbox lesson today.”  Words used in the letter

box lesson include:  top (3), dog (3), hot (3), spot (4), stop (4), frost (5);

review words from the previous lesson:  lap (3) and flat (4).  Teacher

hands out one kit per student.  “I need everybody to turn all their letters so

I can see lower case letters only.  I need everybody to be good listeners

because I am going to tell you the number of boxes you will need.  First, I

am going to give you an example.  I have three phonemes, or boxes in my

word.   I will explain the letterboxes to the children that each box represents a sound.

“I am going to spell lap.”  Lap is a review word from the previous

lesson.  “ /l/,” the teacher writes a l in the first box.  “/a/,” the teacher writes

an a in the second box.   “/p/,” the teacher writes a p in the final box.  “/l/ /

/a/ /p/.  lap.  The teacher starts with three phoneme words and works his

or her way up to the five phoneme words.  After each word is spelled the

teacher checks to make sure the students have the correct grapheme/

phoneme correspondence in each box.  If a student does not

use the correct graphemes the teacher should say the word the student

spelled and ask him or her to spell the correct word.

1. “We are going to read a book entitled In the Big Top (a decodable

text).  This book is about a family who works at the circus.  They all have

to fit in a car to drive around inside the circus tent.  To find out if they can

all make it in you have to read the book.  Teacher allows all students to

think of a special way to recognize /o/ throughout the book, like yawing or

something else.”

1. “Now we are going to do an activity.  I will pass out each student a picture

sheet and you are to circle the words that have the /o/ sound in them.

Work really hard and do your best.”

Assessment:

Teacher will call each student to her desk and do a running record on In the Big Top.

 Correct reading Meaning Example Marking Correct Reading No mistake. I saw a pirate. / / / / Substitution Say a different word than what is written ________________________________ Make a second miscue on the same word. I was a pirate. __________________ I was, er, say a pirate. / was / /        saw ___________     / was/say / /          saw Omission Skip a word that is there. I saw pirate. / / _ /         a Insertion Say a word that is not there I saw a man pirate. mean   / / /     ^     / Self-correction Fix the miscue. I was, I mean, saw a pirate. / was/SC / /         saw

Reference:

Cushman, S. (1990).  In the Big Top.  Educational Insights.  Carson City, CA.

Dakota Farrulla, Ollie Ollie Oxen Free, http://www.auburn.edu/%7Efarrudl/farrullabr.htm