Swat That Word!

By: Kym Brazeau
Emergent Literacy

I.                    Rationale:

A.     Students will learn how to say the short /o/ sound and learn what mouth movement makes the /o/ sound.

B.     Children will learn to find words with the /o/ sound by playing a game.

II.                 Materials:

1.      Cards that have 3-letter words with the /o/ sound and other words for filler (If the child is successful with the 3-letter words they can move on to the 4 and 5-letter words).

2.      Flyswatter

III.               Procedures:

A.     Introduction of the sound of /o/

1.      “Who has ever gone to the doctor or dentist? What does he usually ask you to do when he is examining you? He usually will ask you to open your mouth and say Ahhhh, right? Let’s all say it together. This is the same sound that the short /o/ sound makes when you sound it out. Now watch what I do when I say ahhhh.” I will circle my finger around my lips when I say ahhhh. “Now everyone do this with me.”

2.      Tongue twister: “Everyone repeat this after me. Olly hops on the trolley with Polly. Now when ever you hear the /o/ sound, circle your finger around your lips and open your mouth like you do when the doctor tells you to say ahhhh.”

3.      I will say some words and you tell me which word has the /o/ sound. Clock or saw? Tell or sock? Ox or bull? Fog or belt? Cat or mop?

4.      I will lay out the cards in front of the student and explain how to    play the game. First, I want you to find the words as I call them out. When you find the word swat it and tell me what the word is (if the child is a pre-alphabetic reader and a pre-phonemic speller have them spell out the word). We will go through 5 of the cards. Next, the child will swat all the words with the /o/ sound. The child will say the word when he/she swats it (and just like before if they can spell it have them do so). I will model the game by swatting the word “got”. I will say “g-o-t” and spell the word.

5.      Assessment: the child should be able to read the words and tell the difference in sounds by picking the correct word with the /o/ sound. The child’s progress can be seen when he swats the correct word and pronounces it correctly.


IV. Reference:

Hudon, Leigh. 5040 Haley Center. Auburn University, AL. 36849. January, 2003. hudonlp@auburn.edu

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For further information send e-mail to brazeke@auburn.edu