What does the doctor say?
By: Hannah Tucker
Rationale: For students to be able to read, they must understand phoneme awareness. Children must learn to decode many different correspondences. This lesson will help them understand the /o/ sound by illustrating the concept using memorable tools used in by showing the /o/ sound in spoken and written words.
Materials:
Letter
(Elkonin)
Boxes for each student
Letter (Elkonin) boxes for the teacher
A set of letters for each child and teacher (i, o, b, d, f, h, j, l, l,
m, p,
p, r, s, t)
Chart paper with the tongue twister on it – Ollie the octopus hopped to
Oz in
October.
In the Big Top Educational Insights Phonics Reader
Worksheet containing pictures of words with and without the o =
/o/
phoneme, such as an ambulance, igloo, insect, octopus, olive, ostrich,
and
otter.
Primary writing paper and pencil for each student
Procedures:
1.
Explain
Why
-Write the letter “o” on the board. Today, students we are
going to learn the sound of /o/. When I go to
the doctor I hear this sound. The doctor will ask you to “open your
mouth and
say Ahhh.” This is the sound that the letter o makes.
2.
Review
-
Students know we are going to find our
sound in our
tongue twister. Ollie the octopus hopped to Oz in October. Know
students say
the tongue twister with me. Ollie the octopus hopped to Oz in October.
Great!
Let’s really stretch the Ahh sound when we say the tongue twister.
O-llie the
o-topus h-o-pped to O-z in O-ctober. Great Job!
3.
Explain
How
- Let’s get the out our letter boxes out, just
like we did yesterday with the letter i=/i/. We are
going to review some words we used yesterday, but learn some new words
with the
doctor sound in it. 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 than
one letter,
so it is important that we listen for sounds in our words. I am
going to
try a word with three sounds in it. (Put out three letter
boxes).
The word I am going to try is pot. /p/ /o/ /t/. I hear
three sounds
in this word, so in the first box, I am going to put the first
sound.
/p/. I will put the letter p here. Next, I hear our
doctor
sound /o/, so I will put my o in the middle. The last
sound I hear
is a /t/. I will put that letter t here.
Pot! Now, I
want you to 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. (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). (Call out words which consists of three sounds such as:
like,
rod, mop, hot, lid, bob, fog, and words which consist of four sounds
like:
spot, slob, frog, flip). After they spell the words the students will
read
them.
4.
Model
-Now, I am going to write the
words we just spelt on the board. I want you to read them to me. If you
hear
the o sound, raise your hands. I will spell
the word clock on the board. This word says CLOCK.
The beginning sound is
/k/ then /l/ and ends with /k/. The middle sound is
/o/.
Can you hear the AHHH
sound. Put the /k/. /l/, /o/, and /k/ together and you have CLOCK.
5.
Simple
Practice
-I want you to write me a story
about an animal you would see in a pond. Students I want you to try to
use
words with the /o/ sound.
6.
Whole Text
-I will
read to the students In the Big Top. 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?
You will have to read the rest of the story
to find out how.
7.
Assessment
-I will
pass out a worksheet. It will have pictures with the /o/ sound. Not all
of
these pictures will have the /o/ phoneme. I will ask the students to
circle the
picture with the AHH sound in it. Then, I will ask them to write what
the
picture is underneath it (with inventive spelling). I will
give
each student a
running record. The class will participate in a discussion about the
book.
References:
1. In the Big Top. Phonics Readers
Short Vowels. Educational Insights.
2. Hall, Mariel D., AHHH says the Doc. http://www.auburn.edu/rdggenie/connect/hallbr.html
3. Murray, B.B. and T. Lesniak. (1999). The Letterbox Lesson: A Hands
on approach to teaching decoding. The
Reading Teacher, 52, 644-650.
4. Melton, Shealey. This Glue is Sticky. http://www.auburn.edu/rdggenie/connect/meltonbr.html