"Ozzy, Ozzy Octopus!"
Beginning Reading
Hannah Williams

Rationale:  Reading fluency is an important step toward the improvement of reading comprehension, which is the goal of reading instruction.  Recognizing correspondences in words is a trait of a fluent and skillful reader.   In this lesson, students will learn to recognize the o=/o/ correspondence.  This correspondence will be enhanced by spelling and reading words with the /o/ sound.

Materials: 1) Elkonin Letterboxes
                  2) Letter Manipulatives (n, o, d, l, g, h, t, j, b, p(2), m(2), s, f, and
                                                              r for each child)
                  3) Chalk or dry erase marker
                  4) Chalkboard or dry erase board
                  5) Primary Paper
                  6) Pencils
                  7) Poster Board with tongue twister printed on it
                  8) Worksheet with sentences and pictures for assessment
                  9)  In the Big Top.  Educational Insights: Carson, California, 1990. (one book per pair of students)

Procedures:
1) First, I will review the vowel correspondences we have learned in previous lessons. These include a=/a/, e=/e/, and I=/i/. We will practice producing each sound.  I will begin the review by asking what the letter a says when it’s all by itself.  The students should answer with the sound /a/.  The same format will be followed for e=/e/ and I=/i/.
2) You did such a good job with the other short vowel correspondences today we are going to learn a new one.  We are going to learn about the doctor sound, o=/o/.  You make this sound when you are the doctor office and he wants to look at your throat and he tells you to say /o/. Now everybody try it with me.  Open your mouth wide and pretend you are the doctor’s office and say /o/.  Ready?  /o/… Good job!
3) Now I will bring out the poster board with the tongue twister written on it.  Now we are going to learn a new tongue twister with our new sound /o/.  "Ozzy, ozzy octopus is off the octagon."  Now, let's all say the tongue twister together and make sure I can hear you saying the /o/ sound just like you are the doctor’s office.  Ready?  "Ozzy, ozzy octopus is off the orange octagon."  Great job!  Now let's say it again but stretch out the /o/ sound in the words.  Ready?  O-o-o zzy, o-o-o zzy, o-o-o ctopus is o-o-o ff the o-o-o range o-o-o ctagon."  Great Job!!  I could really hear the /o/ sound that time.
4) Now everyone take out your letterboxes and I will pass out the letters we will be using.  (We will be spelling the words: (3s) nod, log, hot, Tod, job, top, Mom, pop (4s) spot, frog.  Therefore we will use the letters n, o, d, l, g, h, t, j, b, p(2), m(2), s, f, and r. Each student should get these letters including 2 letter p and 2- letter m.)  Let me remind you how this works.  I will say a word and you will spell that word with your letter in the boxes.  But remember that only one sound can go in each box, so before we spell each one I will tell you how many boxes we will need.   For instance if I wanted to spell the word rob, I would put r in the first box, o in the second box and b in the last box.  This is because /r/ is the first sound we hear in rob, /o/ is the middle sound we hear and /b/ is the last sound we hear.  Ready?  First word is nod.  An example is, "Nod your head if you agree," At this time I will walk around and make sure that everyone is spelling the word correctly in the boxes and provide scaffolding as needed.  I will continue through the list of words just as I did the first one.
5) Now, lets put our letterboxes away.  Now it’s my turn to do the hard work and spell the words on the board.  After I spell the word on the board I want you to read the word to me out loud.  Let me do one for you, (the word hot is on the board) /h/ -/o/ -/t/; that's hot.  Ready?  First word is nod."Nod"  Great job!!  I will continue with the rest of the list in this manner. By watching the children and their response to the word written on the board and by listening to the class response I will be able to tell who is reading the word and who is repeating what their neighbor is saying.
6) Now get out your primary paper and pencil because we are going to write a message.  Today let's write about frogs.  You can write anything you want to about frogs, and remember when you write frog it has the /o/ sound in it so what letter should be in the word frog?  O, That's right!!  Try to think of other words with the /o/ sound and use those in your message if you can.  That would be great!! Once you finish raise your hand so I can come and look at your message.
7) Now I will pass out In the Big Top books. The students will be divided into pairs and each pair will receive a book.  I will have the students take turns reading aloud to each other. Then once everyone has had a chance to read the book to their partner I will call everyone up to the reading rug and I will read the book aloud.  I will instruct the students that when I read a word that has the /o/ sound in it they should say the /o/ out loud.

Assessment:
  First, I will send the students back to their seats and tell them to take out a pencil.  Then, I will hand out a worksheet that has sentences and pictures printed on it.  The students will read the sentences together out loud and on their own paper circle the words that have the /o/ sound in them. Once that is finished the students will look at the pictures and color the pictures whose names have the /o/ sound in them.  Under each picture they color they should try and write the name of the object in the picture as best they can (using inventive spelling).
 

References:
www.auburn.edu/rdggenie/openings/oglesbybr.html. Olly Olly Oxenfree. by Kara Oglesgby. Spring 2003.

Murray, B.A. and T. Lesnisk.  “The Letterbox Lesson: A Hands on Approach for Teaching Decoding.”  The Reading Teacher.  1999. Pgs 644-650

In the Big Top. Educational Insights: Carson, California, 1990.

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