Rationale: In order to become more fluent readers and writers, students need to develop automaticity of recognizing letters. If they have something memorable that they can connect the letter to when they see it, they will recognize that letter easier. This lesson will help students recognize short o, /o/, in written words and spoken words and be able to remember the sound short o makes.
· Primary paper and pencil.
· Poster with "Oliver had an operation in October so Oscar gave him a pet otter."
· Doc in the Fog (Educational Insights)
· Picture of choir singer singing a note with mouth open wide on poster
· On same poster as choir singer, words and pictures of: hot, October, otter, pond, mop, net, cat index cards
Procedures: 1. First I will tell the students that we will be learning the sound for and writing a new letter today. I will review /a/, /e/, /i/ so they don't get them confused and tell or remind them that it is important to learn these letters and sounds so they can become better readers and writers. "The letter for today is o and we are going to find it in different words and make our own words with the o in it.
2. Ask students: Have you ever heard a singer sing a note for a long time that sounds like /o/? Well that /o/ sound that choir singers make is how the letter o sounds when you read it. Let's all say /o/ together and pretend we are choir singers. ' /o/'. Now say hot. Let's say it slowly... h..h-o-o-o-t. Did you hear that singing note that sounded like /o/?
3. Now let's look at this poster board and
we are going to try a silly tongue twister. First I'll say it and
then you can say it with me. "Oliver had an operation in October
so Oscar gave him an otter." Okay now everybody repeat it with me.
Now we're going to listen really hard for the singing sound while we say
the words slowly and stretch them out. /o/liver had an /o/peration in /o/ctober
so /o/scar gave him an /o/tter. Way to go!"
4. "Now we are going to work on how to make the letter o. Take out your paper and pencil and follow me. First start at the fence (dotted line) and curve your pencil down to the floor (bottom line) and back up to the fence. You should have made a circle without picking up your pencil. I'm going to walk around while you practice writing o's. Write a line of o's for me so I can see how well you're doing.
5. Now we're going to see which words we hear our choral singer in. Sing the word like a choral singer when you hear a word that has the /o/ sound in it. Fix? Fox? Lock? Tack? Job? Cat? Hop? On? Land?
6. I will introduce the book, Doc in the Fog, and then read it. The students can sing /o/ when they hear /o/ in words in the story. Then the students will take turns reading Doc in the Fog with a partner. They can point out the words to each other that they hear /o/ in. Then they can write a message about Doc and his adventures.
7. Now I will show the students the poster with the pictures on it and tell them to number their paper from one to ten. I will point to a picture and if they hear the /o/ sound in the name of the picture, and then they will put an o next to that number. If they don't hear /o/ then they will put a minus sign. We will do this for each of the ten pictures.
O'Neal, Leslie Sidwell. "Hop on Pop". Emergent Literacy: Openings.
Naylor, Katie. "Say /o/". Emergent Literacy: Inroads.
Click here to return to Discoveries.