Wide and Say,
skillful readers children must learn to recognize the different vowel
correspondences within words. This lesson teaches
students to recognize the letter o and associate it
with the short “o” sound /o/. By learning this and other
correspondences children can become better readers.
dry erase or
the Big Top
Begin the lesson by explaining to students how we use letters to make
specific mouth moves that help us learn to read. “Today, we are
going to learn about the letter o and one of the sounds that it makes
called the short /o/ sound. When you go to the doctor and he
wants to look at your throat, what does he ask you to do? Right,
he says open wide and say /o/! That is the mouth move and sound
that the “o” makes! Let’s try making that sound again and
stretching it out in some words that I have on the board: t/o-o-o/p and
r/o-o-o/ck. Good job everybody!”
2. “Now, we
are going to find the /o/ sound in some words! When I say a word
you give me a thumbs up if you hear the /o/ sound and a thumbs down if
you do not hear it. For example: stop-Yes, thumbs up and
run-Right, thumbs down! Here we go: pot, pan, top, tip, napkin,
and smock. Good job, you all did great!
right class, now let’s get out our letterboxes and the letters that I
have on the board. I am going to call some more words out to you
and I want you to spell them in these letterboxes. Each box
stands for one sound in a word. For example, I have three boxes
up here and I am going to spell the word mop. So, I say the word
slowly and think about which letters to use.
/M/o/p/. First, I hear a /m/, so that would be an “m”
in the first box, then /o/ would be an “o” in the
second, and finally, I hear /p/, so that would be a “p”! Now, I
am going to say some words and you spell them in your boxes.”
After, I read all the words for them to spell; I will spell them on the
board and have the students call them out to me.
“Excellent reading and spelling class, now I’m going to send around a
book called, In the Big Top and I want everyone to read it while I come
around and listen to how excellent you all can read!” I will
scaffold and assist the students in their reading if they have trouble
with any of the words.
the children to get out their paper and make up a tongue twister using
the vowel sound /o/. “Let’s all get out some paper and write down
the craziest tongue twister you can think of using the /o/ sound!
Look at the ones I wrote on the board for examples of how to get
started. Let’s read them before we write our own. Ron and
Todd hopped in the hot rod and the octopus rocked on the bottom of the
ocean! Once you have finished writing yours, switch with your
neighbor, and circle all of the short /o/ sounds you hear in their
2. While the
students are working on the tongue twister activity, call them
individually to read a few pseudo words. Mark their miscues while
they read: zot, tog, vock, and prol.
1. Open up and say O,
by Marie Nicol, www.auburn.edu/rdggenie/inroads/nicolbr.html
2. The Doctor says O,
by Amy Strickland,
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