Vicki Hunter
Emergent Literacy

What’s Up Doc?

Rationale: In order for children to learn to spell and read words they need to learn that letters stand for phonemes and spellings map out the phonemes in spoken words. Short vowels are the hardest of the phonemes for children to learn. This lesson is designed to help children identify the short vowel /o/. Students will learn to recognize /o/ and be able to find words with /o/ in them.

Materials: Primary paper and pencil; class set of cards with o on one side and? on the other/ chart with “Ollie and Oscar the octopuses eat oranges on the ocean”; children’s book In the Big Top.

Procedures: 1. I will introduce the lesson by saying “You can recognize the letter /o/ by learning how the mouth moves. We will be learning what letters stand for and the way the mouth moves when we say them. Today we are going to be learning the mouth move /o/.

2. I will ask students “Have you ever gone to the doctor’s office and they tell you to open up and say aaaaahhhhh. Everyone pretend that they are at the doctor’s office and say aaaahhhh! Let’s try saying a word and stretch out the /o/ sound. Everyone say top (t-oooo-p). Good job.

3. Now lets try saying a tongue twister, everybody say “Ollie and Oscar the octopus eat oranges on the ocean” lets say it two times together. Good job, now lets see if we can stretch the /o/ sound at the beginning of the words like OOOscar and OOOllie. Now let’s see if we can separate the /o/ sound from the rest of the word, /o/ scar and /o/ llie the /o/ ctopus eat /o/ ranges /o/ n the /o/ cean. Good job.

4. Now we are going to practice writing the letter o so we can use it to spell words. Everyone take out their paper and pencil, you start writing an o by making a c and then connecting the other sides together. The o is drawn like a circle is drawn. After you have printed one correctly I will have you write a complete line of o’s.

5. I am now going to call on a few students to see if you can hear the /o/ sound in words. Do you hear /o/ in hop or hug? Stop or Hat? Up or down? Dog or cat? Now I will give each student a card with a? on one side and an o on the other. I am going to say some words and if you hear and spot the mouth move of the /o/ sound show me the side with the o on it and if you do not hear the /o/ sound show me the ? side. I will say the tongue twister words and also a few more words.

6. I will then read In the Big Top and talk about what we read. I will reread the story and have children clap their hands every time they hear the /o/ sound in words. I will ask students what their favorite part of the book was and then have them draw it and copy all the words they found with the /o/ sound inside their drawing.

7. We will play I Spy, where everything I spy will start with the /o/ sound/

Reference: Eldredge, J. Lloyd. (1995). Teaching Decoding in Holistic Classrooms. Prentice-Hall 1995

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