Letís Read and Read!
Rationale: The children will learn how to read and spell different words that form a sentence. Children will learn in this lesson that phonemes are very important. They first must learn phonemes before any other correspondences. In this particular lesson, students will learn to recognize /o/ in spoken words and written words.
Materials: Primary paper and pencil; chart with ďAn odd octopus ate an olive in OctoberĒ.; class set of cards with o on one side and ? on the other; drawing paper and crayons; Doc in the Fog (Phonics Readers Short Vowels) published by Educational Insights Carson, Ca (USA) and St. Albans, Herts (UK). The authors of this book are Sheila Cushman and Rona Kornblum. The illustrator is Bob Brusser.; picture page with drawings of a box, bag, dog, mop, big, red, doll, top, pot, pet, at, map.
Procedures: 1. Writing can be very tricky. The tricky part about writing is that the students must know what each letter stands for and how to move their mouth to say each letter. Today we are going to work on how to say the /o/ sound. We also are going to concentrate on how to move our mouth. The /o/ sound may also be written words. We are going to learn how to recognize the /o/ hidden in different words.
2. Ask students: Have you ever been to the doctor and have had to say /o/? Iíll show you how to spot /o/ in a word. Stretch it out and see if you can say, /o/, like youíre at the doctor. Iíll say hop, hhho-o-o-op. Ho-Ö There! I said the doctor sound, /o/.
3. Let us say our tongue twister. Listen to me say it first. "An odd octopus ate an olive in October". Now everybody say it. Letís say it again, and this time , stretch the /o/ at the beginning of the words. ďAn ooodd oooctopus ate an ooolive in OOOctober.Ē Try it one more time, and this time take the /o/ off each word: ďAn /o/ dd /o/ ctopus ate an /o/ live in /o/ ctober. Thatís great.
4. The students need to take out primary paper and pencil. We can use the o to spell the sound /o/. Let us write o. Start at the middle line and draw a curve line down to the bottom on around to the other side and now back to the middle line. Make sure you have a circle from the middle line to the bottom line. Now I want everybody to write an o. I will come around and check your work. After I have put a check on your paper, make a row of oís just like the one you just made. When you see the letter o in words by itself, that is when you say /o/.
5. Ask students to answer and tell how they know: Do you hear /o/ in hop or skip? pop or tap? dog or cat? box or big? hot or cap? Pass out the cards with the /o/ and ? on it. Tell the students to show me o if you hear /o/ and question mark if you donít. Use the words one at a time An odd octopus ate an olive in October.
6. Read Doc in the Fog aloud to the group and discuss the story. Read it over and this time have students clap once when they hear words with the /o/. List the words they say on the board. Have students draw a picture of Doc the wizard and write a message about it. Display the studentsí work.
7. To assess the students, display the picture page and have students give the name of each picture. Have students draw a box around the pictures with the /o/ sound.
Reference: Billman, J. Sherman, J. (1996). Observation and Participation in Early Childhood Settings. A Practicum Guide. Needham Heights, MA: Allyn & Bacon. P.217.
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