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.
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
-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.
- 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!
- 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.
-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.
-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.
-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.
-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.
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
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