Dr. Ollie operates on Oliver
LaReading To Learn
Rational:
For a child to be a successful reader they must be able to recognize letters and
then associate them with their corresponding sounds. These correspondences can
easily be taught through fun activities, like tongue twisters, and reinforced
through letter box lessons, and reading. In this lesson, students will master
the O= /o/ grapheme and phoneme, through tongue twisters, letterboxes, a story,
and a worksheet.
Materials:
Overhead projector
Letterboxes for each student
A baggie for each student with the letters:
t, o, p, m, c, k, s, h, n, d, b, k, f, r e, i, a.
Picture illustrating the doctor /o/ sound (picture of someone opening their
mouth and saying /o/.
Whiteboard with markers
Chart paper with the tongue twister “Dr. Ollie the octopus operated on Oscar the
ox with help of Oliver the fox.”
Decodable book: Cushman, Sheila. In the Big Top. (1990). Educational Insights.
Carson, California. (one for every student)
Assessment worksheet (pictures: pizza, frog, sock, cat,
dog, bike, mop, puzzle.)A letterbox and the letters (s,
t, o, c, k) to use in the model for the letterbox
lesson.
Pseudo words: hod, frod
Teaching Procedure:
1. “Today, we are going to play doctor and learn the /o/ sound that is by made
letter o, like in the word hot.”
2. The teacher will call on a student to volunteer to come to the front. “I am
Dr. Ollie and this is my patient Oscar” (the student volunteer). “If I want to
take a look down Oscar’s throat what should I have him do?” The teacher will
show a picture of someone opening their mouth and saying /o/ to the doctor.
“That’s right just like the picture I would have him open his mouth real wide
and say /o/.” “This is the mouth move we use to say the /o/ sound.” The teacher
would model the /o/ sound and the way the mouth opens wide to the make the
sound. “Okay Oscar lets take a look, open your mouth and say /o/.” “Well Oscar
you look healthy to me you can go have a seat.” The teacher will group the
student into pairs or small groups. “Now you and your partner are going to take
turns being the doctor and the patient. If you would like you can even try to
come up with names for each other that have the /o/ sound. If you are the doctor
tell your partner to open wide and say /o/.”
3. “Let’s practice the open wide /o/ sound in this silly tongue twister. The
teacher will model how to read the tongue twister while pointing to the words on
the chart as each word is said: “Dr. Ollie the octopus operated on Oscar the ox
with the help of Oliver the fox. “ The teacher will now reread the tongue
twister emphasizing the /o/ sound. “Dr. /o/llie the /o/ctopus /o/perated /o/n
/o/scar the /o/x with the help of /o/liver the f/o/x.” Now the students will
read the tongue twister once regular and then two times emphasizing the /o/
sound.
4. “We are now going to spell some words that have the /o/
sound in them.” The teacher will model how to spell words in a letterbox lesson
using the overhead projector. The teacher should wait until after the modeling
is complete to distribute the student’s letterboxes and letters, so that they
aren’t distracted. “I am going to show you all how to spell the first word and
then you will each receive your own letterboxes and letters, so that you can try
spelling the other words. The word I am going to spell is stock. In this word we
hear three sounds /s/ /t/ /o/ /ck/. I will need four letterboxes, because these
boxes represent how many sounds are in the word. The first sound is /s/ so I
will place the letter s
in the first box. The second sound I hear is /t/ so I will place the lettert
in the second box .The next sound I hear is /o/ so I will place the letter
o in the third box. The
final sound I hear is /k/ so I will place the letters
c and
k is the third box. My word /s/
/t/ /o/ /ck/-stock! Now I am going to let you spell some word in your
letterboxes.”
5. The teacher will now hand out individual letterboxes
along with baggies containing the letters needed for the activity to each
student. The teacher should inform the students of the number of boxes needed
for each word. “Your first word is top.
‘My books are on the top self.’” The teacher should walk around and indiscreetly
monitor the students while providing corrective feedback when needed. The
teacher should avoid asking questions in a letterbox lesson, but instead tell
the student what their word says and retell them the word that they are trying
to spell. This lesson should continue in the same way until all the words have
been spelled. Word list: 3-top, red, mop, pit, lock, shop, back, 4- pond, block,
5-frost.
6. “You all did a great job spelling the words, so now let’s see how you do
reading them. I am going to write all the words you just spelled including two
pseudo or made up words on the board and I want you all to read them to me.”
(top, log, hod, mop, lock, shop, frog, pond, block, frost). “Great job!”
7. “We are now going to read the book
In the Big Top. What do you
think this book will be about from looking at the cover? Does anyone know what
in the big top means? The big top means a circus, in this story there is a
family that has to fit in a tiny car to make it to the circus, or the big top
along with their dog and all of their stuff. Will they all fit and be able to
make it the circus? We will have to read to find out if they make it.” The
teacher will now pass out the books. The students should read the book silently
while the teacher walks around the room to help anyone who might need help.
8. To access the individual students understanding of the /o/ sound each student
will get a page with different pictures on it. The pictures will have some words
containing the /o/ sound while others will not. The students should color in
each picture that contains the /o/ sound. The pictures will be pizza, frog,
sock, cat, dog, bike, mop, puzzle.
References:
Cushman, Sheila. In the Big Top.
(1990). Educational Insights. Carson, California.
Freeman, Kari Beth. The Doctor
is In!
http://www.auburn.edu/academic/education/reading_genie/constr/freemanbr.html
Shumock, Emily. Icky Piggy.http://www.auburn.edu/academic/education/reading_genie/encounters/shumockbr.html
Langley, Heather. Dr. Ollie
says open wide and say /o/.
http://www.auburn.edu/academic/education/reading_genie/voyages/langleybr.html
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