Emergent Literacy Lesson Plan
Rationale: Phonemic awareness is a prerequisite for phonics knowledge, spelling development, word recognition, and is a predictor of later reading and spelling achievement. (Eldredge, p.27) By completing this lesson, students will learn /o/ (short o) by tongue twisters, identifying /o/ in spoken language and recognizing /o/ in several words.
1. One large chart with tongue twister, "Oliver octopus is oddly obnoxious"
2. Each student needs a pencil and a piece or primary paper
3. Each student needs a dry erase board, dry erase marker, and tissue.
4. In The Big Top. Educational Insights: Carson California, 1990.
5. Picture Page
1. "As you know reading and writing is a big mystery that we have been solving piece by piece this year. Today we will break the code of learning how to spot the /o/ sound in words and even when it's hidden in the word. "
2. "Have you ever been to the doctor and he wanted to look down your throat? What sound did he ask you to make? /o/! That's the sound we are going to be working with today, the doctor sound. I'll show you how to spot /o/ in a word. Let's all practice the /o/ sound by pretending we are at the doctor and wants us to say /o/. Let's all say the word hot together and listen for the doctor sound in the word hot: /h/-/o/-/t/. Good job, I could hear everyone make the doctor sound."
3. "Now we have a tongue twister for the day!" Bring out the chart with the tongue twister, "Oliver the octopus is oddly orange." on it. "Now let's all say the tongue twister together. Now let's say it again but this time drag out the doctor sound, /o/. Ready? ooo-liver the ooo-ctopus is ooo-ddly ooo-bnoxious. Good job! Now let's try it again but this time we are going to break off the /o/ sound from each word. Ready? /o/ liver the /o/ ctopus is /o/ ddly /o/ bnoxious. That sounded great. I could hear everybody making the doctor sound."
4. Now have students take out their primary paper and pencil. "We can use the letter o to make the /o/ sound. Let's practice writing the letter o. Start at the fence line and make a circle that touches the ground and comes back up the touch the fence again. It's should look like a ball stuck between the ground and fence. After you write the letter o, let me come over and check it. Once you have a sticker next to your letter o, make a whole row of o's. Now when we see the letter o by itself in a word we know to make the doctor sound, /o/.
5. "Now everyone needs to take out their dry erase boards, a dry erase marker and a tissue. I am going to say two words and I want you to listen for the doctor sound. If you hear the doctor sound in the first word I want you to write the number 1 on your board, but if you hear the doctor sound in the second word I want you to write the number 2 on your board. Are you ready? Do you hear /o/ in hot or hide?" Now have everyone turn their board around so you can see their answer and discuss answers accordingly. "Do you hear /o/ in top or tip? Rod or ride? Pop or pep? Mom or Dad? Now everyone make the o shape with your mouth like you are at the doctor's office. Now when I say these words see if you can see my mouth make the o shape. Knot, spot, mop, crop, plot."
6. Now the teacher reads In the Big Top aloud. To introduce the students to the book, tell them that this book is about clowns at the circus. "Has anyone ever been to the circus? Did you see the clowns? Aren't they silly? The book we are reading is about clowns. Let's read and see what kind of silly things they are doing." After reading the book have a short class discussion about the book. "Now we are going to read the book again and I want you to say the /o/ sound when you hear it in the story." List the words on the board. After this is done have the students write messages about the clowns and draw pictures to accompany their writing. Display their work when they are finished.
7. For assessment, distribute the picture page and help students name each picture. Ask each student to circle the pictures whose names have the /o/, doctor sound, in them.
Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the Alphabetic Principle: A Case for Teaching Recognition of Phoneme Identity. Journal of Educational Psychology, 82, 805-812.
Eldredge, J. Lloyd. Teaching Decoding in Holistic Classrooms. Prentice Hall, Inc.: Upper Saddle River, New Jersey, 1995. Page 27.
http://www.auburn.edu/rdggenie/openings/minkel.html. Oooh My Toes! By Shay Mink. Spring 2003.
In the Big Top. Educational Insights: Carson, California, 1990.
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