“Ahhh” Says the Doc

Doctor

Beginning Reader
Melissa Hensley


Rationale:  Children must learn to decode many different correspondences in order to learn how to read.  In this lesson, the children will learn the o = /o/ correspondence.  The children will be able to recognize the letter o and associated with the phoneme /o/ in written and spoken words.


Materials:
Elkonin Boxes for each student
Elkonin boxes for the teacher (h, o, t, r,d,m,p,l,I,b,f,g,s,p,l)
A set of letters for each child and teacher
Chart paper with the tongue twister on it – Oliver, the octopus, hopped to Oz.
In the Big Top Educational Insights Phonics Reader
Worksheet containing pictures of words with the o = /o/ phoneme.
Primary writing paper and pencil for each student



Procedure:
1. Remind the students that the letter o = /o/ only when it is by itself.  If there is another vowel, it does not say this sound.  " Today we are going to learn about the letter o.  (Write the letter on the board)  We are going to learn what one of the sounds this letter makes is.  I hear this sound a lot when I go to the doctor.  My doctor will tell me, “Open up and say Ahhh”.  Has your doctor ever said this to you?  Well this is the same sound the letter o makes.  It says /o/.  Let’s all say that sound together.  Good, now this time, let’s pretend like we are going to hold a stick on our tongue when we say this.  Remember, only use your hand, don’t really touch your tongue.  Let’s all try this. /o/.
2.  Let’s try and see if we can find this sound in our tongue twister.  Oliver, the octopus, hopped to Oz.  Now you all try saying it with me.  Oliver, the octopus, hopped to Oz.  Great!  Now this time when we say it, I really want to hear our doctor sound.  Let’s try and break of the /o/ sound in the words as we say them.  I will show you how and then we will all try together. O – liver, the o – ctopus, h – o – pped to O – z.  Now you try.  O – liver, the o – ctopus, h – o – pped to O – z.  Good.
3.  Now, let’s use our letter boxes (Elkonin Boxes) just like we did yesterday with the short I = /i/ sound.  When we do this, we are going to review some of the words we already know using different vowels and we are also going to learn some new words with our doctor sound.  Remember, we use the letter o to represent this sound.  (Pass out the boxes and the letters needed.)  OK.  Please turn all of your letters over to the lower case side.  Before we all try some, watch me to make sure we remember how to do this.  Remember, each box stands for one sound.  Sometimes our sounds use more then one letter, so it is important letter we listen for sounds in our words.  I am going to try a word with 3 sounds in it.  (Put out three letter boxes)  The word I am going to try is hot.  /h/ /o/ /t/.  I hear 3 sounds in this word, so in the first box, I am going to put the first sound.  /h/.  I will put the letter h here.  Next, I hear our doctor sound, so I will put my o in the middle.  The last sound I hear is a t.  I will put that letter here. Hot!  Now, let’s let you try some.  As I call out a word, I want you to put the letters in your boxes.  I will come around and help you if you need some help.  (Call out words like, rod, mop, hot, lid, bob, fog, spot, slob, frog, flip)  (Tell the students how many sounds there are in each word before you say the word.  This way they will know how many boxes to have ready.)
4.  Now I am going to write some of the words we just did on the board.  I want you to read them aloud to me as a class.  If you hear the doctor sound in the word, I want you to show me your tongue depressor move with your hand.  Let me show you how and then we will all do this together.  (Write rock on the board.)  This word says, rock. See how our o is in the middle.  This says /o/.  It starts with /r/ and ends with /k/.  Put it all together and this says rock. (Say it slowly and hold your hand up to your mouth.)  Now you try.  (Write the words from the letterboxes on the board)  Great Job!
5.  Let’s try writing a message on our paper.  We are going to write a message about our pet frog.  (point to the frog in the classroom.  If you don’t have a pet frog, tell the students that they will be writing about a frog they might see in the pond)  Let’s try and use some words that have the /o/ sound in them in our message.  (Allow the students to use their inventive spellings to write their message)
6.  (Pass out copies of In the Big Top  to each pair of students.)  This book is about a family who is in the circus.  There are lots of people in this circus and they all have a lot of stuff.  They are trying to figure out how to get all of their stuff into a little hot rod.  How do they get everything and everyone to fit?  (Allow them to read with a buddy as you walk around and scaffold when needed.)
7.  Pass out the worksheet.  This worksheet will have pictures of things with the /o/ phoneme in them.  Some of the objects will not have this phoneme in them.  Ask the children to circle the pictures that have the doctor sound in them with a pencil.  Then ask them to write the name of the object underneath it on the line using their inventive spellings.  This worksheet will be the students’ assessment.

References:  

http://www.auburn.edu/rdggenie/discov/adamsbr.html  (Whitney Adams, Hop Scotch)

http://www.auburn.edu/rdggenie/openings/oglesbybr.html (Kara Oglesby, Olly, Olly, Oxenfree)

In the Big Top.  Phonics Readers Short Vowels.  Educational Insights.

Murray, B. A and T. Lesniak. (1999). The letterbox Lesson: A Hands on approach to teaching decoding.  The Reading Teacher, 52, 644-650

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