HOP into Reading
By: Jennifer Stuart
This lesson aims to teach kindergartners how to detect phoneme /o/ in spoken words. Students will learn to recognize /o/ in spoken words by learning a meaningful representation (Dr. says open wide) and the letter symbol o, practice finding /o/ in words, and apply phoneme awareness with /o/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
Primary paper and pencil; poster with “Oliver had an operation in October, and Oscar gave him an octopus." drawing paper and crayons; Dr. Seuss's Hop on Pop (Random House, 1963); word cards with HOT,HOP, FOX, BOX, POP, ROT assessment worksheet identifying pictures with /o/ by making a short /o/ book. http://www.superteacherworksheets.com/minibooks/short-o-mini-book.pdf
Say: Our written language is a secret code. The tricky part is learning what letters stand for, the way our mouth moves as we say words. Today we're going to work on spotting the mouth move /o/. We spell /o/ with letter o. /o/ sounds like opening your mouth wide as if a Doctor was looking down your throat /o/.
2. Let's pretend we are at the doctor’s office and we are making the /o/ sound. /o/, /o/, /o/ [do tongue compressor by hand at mouth]. Notice that your mouth forms an “o” and your tongue and jaw drop. When we say /o/, we also use our voice /o/.
3. Let me show you how I’d check for the /o/ sound O in clock. I’m checking for a /o/ like the sound at the doctor’s office.. /clO/. . . /clOck/. I do hear /o/ in the word clock. Let me check rocker: /rO/, /rOcker/—there’s the doctor’s office O in rocker. That’s two objects you will find in a house. I’m going to check bed. /be/ /bed/. No doctor’s O in bed. But I hear one in the middle of mop.
4. Let's try a tongue tickler [on poster]. “Oliver had an operation in October, and Oscar gave him an octopus." Everybody say it three times together. Now say it again, and this time, stretch the /o/ at the beginning of the words /oooo/. Try it again, and this time break it off the word: “/O/liver had an o/peration in O/ctober, and O/scar gave him an o/ctopus.
5. [Have students take out primary paper and pencil]. We use letter O to spell /o/. Capital O looks like a circle. Let's write the lowercase letter o. Start at the fence and make a small circle down to the sidewalk, then go back on the fence. I want to see everybody's o’s. After I check it, I want you to make nine more just like it.
6. Call on students to answer and tell how they knew: Do you hear /o/ in octopus or squid? hop or kick ? sock or shoe? Say: Let's see if you can spot the mouth move /o/ in some words. Make the tongue compressor hand to mouth signal when you hear /o/: sock, hot, see, clock, ick, rat, rot, sod.
7. Say: "Let's look at the book, Hop on Pop. Dr. Seuss shows us that Pop is a bear. Can you think of the action that they are doing to Pop that has the short /o/?” Give children a list of actions and ask them which ones have the /o/ sound in it. Ask them to make up drawings of other objects that can be hopped on. The children can get creative with this and share their pictures with each other.
8. Show and model how to decide if it is ox or ax: The O tells me to act like I’m at the Doctor’s. /o/, so this word is ooo-x. You try some: FOX: fox or fax? SOCKS: socks or sacks? ROCKS: rocks or racks?
9. For assessment, distribute the worksheet.
http://www.seussville.com/activities/HOP_Coloring.pdf Students will select and color the pictures that represent /o/ in hop and pop.
Suess, (1963). Hop on pop. New York: Beginner Books.
Brakin, Kim. Tick Tock Time /t/. http://www.auburn.edu/academic/education/reading_genie/doorways/brackinkel.htm
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