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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