Rational: In order to be able to read
words
children need to understand and be familiar with the various sounds
that make
up written words. This lesson will teach students the vocal gesture
used to
create the sound that letter O makes
in words like mop. This lesson also reviews the print make up of the
letter O. The lesson will develop the student’s
awareness of o=/o/, by giving them
instruction and practice on how to form the short o sound, as well as,
practice
reading decodable text containing the short o
sound. The students will receive instruction in the decoding of
short o words, as well as, practice spelling the
words themselves.
Materials: Primary paper
Pencils
White Paper for Drawings
Board to write words on
Phonics Short Vowel Readers:
In the Big Top
Assessment page: of Short o words
Tongue Twister on Sentence
Strip Paper (optional)
Letterboxes and letters for whole class (children
can work in groups)
Letters needed for this lesson: b, d, f, g,
h, l, n, o, p, l, r, s, t
I. Procedures:
Introducing the lesson
A.) “The written language is like a secret code.
Today, we are going to be learning about how to break this code and
read words.
Today we are going to learn about the vowel sound we see and hear in
the word
Octopus, /o/. Can you say /o/..? ”
B.) “The
first sound in the word Octopus is /o/.” .
1.
Repeat the word Octopus
by emphasizing the initial /o/ sound.
2.
Write the word
Octopus on the board.
C.) “How you ever been surprised. In order to create
the /o/ sound we have
to open our mouths like we have just been surprised by someone or
something.
Let’s pretend we are at a circus watching the acrobats and they
suddenly amaze
us with an absolutely awesome stunt in the air. We open are mouths in
amazement
and say /o/.
1.
Model how to
make the /v/ sound.
2. Get all the
children to make the sound together.
3. Have the letter
O written on the board, as well as, example words.
D.)
“Today we are going to learn
about the sound letter O makes
in words like top and hot.”
II. Giving
GESTURE to remember by:
A.) “Now
we are going to pretend to be surprised every time we see the letter O
making
the short o sound.”
1.
Model the /o/
sound, showing how to act surprised with hands on face.
2.
Remembering that
the sound requires the mouth to be open in the shape of an O and model this
until all children follow the example.
“Put your hands on your checks and say /o/.
Now let’s find the short
o.”
III.
Practicing
the Sound with Tongue Twisters:
A.)
“Now
we are going to try a tongue twister. I’ll read it first and then we
will all
say it together.”
1.
Slowly
read the
rhyme below, emphasizing the /o/ sounds
in the words.
2. Then have children say it with you.
are going do our surprised face.”
1.
Read the tongue twister slowly together and
when you
come to a /o/ sound stop and pretend to be surprised.
2.
Remember to make the /o/
sound when you see the o=/o/,
just like when you are surprised.
3.
Repeat the above
activity until you are confident that
children can identify the initial /o/ sound
in each of the words in the verse.
IV. Learning the Corresponding Letter
A.)
“Now we are going to learn
practice writing our O’s?”
1. Give each student primary paper and a
pencil to write with.
2. Tell
them that they will all be drawing O’s
today on their papers.
B.)
“This is the letter O. It makes
the /o / sound like in the
word drop. This is how you write the letter O. Start at the roof or top
line.
Then draw a circle around to the bottom line and then back up and
around to the
top. The letter O is just like a circle. Let’s practice making big ones
and
little ones.”
C.)
“I want to see everyone try to
draw the letter O.
1.
Check to see that all students
are getting the concept.
2.
How them practice making ten or
so more on their own.
3.
Remind them that this letter
tells us to say the /v/ sound.
“When
we see the letter O in our words today we will say the /o/ sound, like
we have
just been stunned by a sudden surprise.”
V. Modeling
& Finding the /O/ Sound in
words:
A.)
Have
students take out their letterboxes and letters. We are going to
use what we just learned about the letter o
to spell words.
“I
will call out a word and
you can spell it using the letterboxes. Before each word I call out I
will tell
you how many boxes to use. Each sound or mouth move in the word will go
in a
box. For example, the word I am going to spell is bop. I will use three
boxes
(draw three boxes on the board), because it has three sounds. The first
sound I
hear is /b/. I will place the letter b in the first box (model on
board). Now
it might help to say the word again to yourself, bop. The second sound
I hear
is /o/. We just learned the letter o stands for /o/, so I will place
the o in
the second box (model on the board). The last sound I hear is /p/. I
will place
the p in the third box (model on board). I spelled the word bop. Now
you try.”
B.)
Then
give the following words: hot,
pop, dog (3), flop, stop, frog
(4), and blond (5). After the
students spells a word.
C.)
After
the students have spelled all the words then check their decoding
skills by writing the same words up on the board and letting them read
them to
you.
A.)
Read the decodable book In
the Big Top. Have the students read quietly to themselves and then
reread
the story together as a class, allowing students to take turns reading
out
loud.
B.)
Then the teacher reads the
story a third time. As the story
is read, have the students find all the /o/ words they hear. This time
let them
use their short o gesture to show
that they have found an /o/ word.
C.)
After reading, ask the students
to tell you the /o/ words
they heard in the story and write them on the board.
D.)
Then have the students draw a
picture of their favorite
surprise and then write about it. Encourage them to use some of the
words we
put up on the board.
VII.
Assessment Time
A.) Give each student a copy of
the
short o assessment sheet.
B.) Tell them to circle only
the words
that have the o=/o/ sound like in the word mop.
“We
are going to circle all the words that we can find that have the /o/
sound,
just like we hear in the word mop.”
C.) These sheets will show
which
students may need more practice with the short o vowel
Reference:
Cushman, Shelia. In
the
Big Top. Educational Insights:
Kathryn Boyd, Choir Singer Says . . . /o/
http://www.auburn.edu/rdggenie/discov/boydel.html
Shelley
Bennett, Open Wide.
http://www.auburn.edu/rdggenie/discov/bennettbr.html
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