Bobby Owen
"The Doctor Sound"
Beginning Reading

Rationale: In order to be able to read and spell words correctly children need to comprehend that letters make different sounds. They need to understand that a certain letter may make more than 1 sound. It is important that children be able to recognize phonemes and match letters to phonemes. The vowels are some of the most important phonemes to recognize. And distinguishing between a short and long vowel is of critical importance. The sound I will work on is the o=/o/. The students will learn to pronounce the phoneme and recognize it in different words.

Materials: Book: “In the Big Top” by Sheila Cushman. 1990 Educational Insights.
colors primary pencil and paper, worksheet with different images on them, poster board for us to write our tongue twister on.

1. Start off by explaining that in everything we write or say there is a series of sounds with each sound represented with a phoneme. And, in order to write we need to know which letters stand for the many different sounds that we make. Today we are going to be working on /o/. We are going to work on noticing this sound in spoken words. This may seem hard at first, but I feel confident with practice that we do together that this will become an easy process for you.
2. I will explain that in sometimes this sound is long and says its name and how other times it is short and makes an /o/ sound. I will then ask them all to say this sound.
3. “Do you know what I sometimes call this sound? I call it the doctor sound. Have any of you ever been to a doctor when he examined your throat? When I go to the doctor and he wants to look at my throat he wants me to say /o/. That is why I associate this sound with a doctor, because it the sound he loves for people to make.”
4. “Remember last time we learned a new sound I told you a tongue twister. Well today we are going to all make a tongue twister up together. Remember most of the words are going to have to have the /o/ sound in them. For example, last time our tongue twister for the /a/ sound was Aaron ate apples as Annie’s airplane accelerated. Does anybody have any ideas for the first word of our new tongue twister.” Then continue on till done. Give them ideas if needed. Write on a poster board.
5. Have students read “In the Big Top” and discuss the story briefly. This book was designed to work on the /o/ sound. I will then read it again and have them raise their hands when they hear the /o/ sound in a word. I will then have them write a message about what they liked about the book.
6. We will then play a game of Jeopardy. I will split the class into two teams. And will ask questions like: Which of these three words has an /o/ sound (and then list off three words with only one word having an /o/ sound.)
7. For assessment, hand out a worksheet that has several pictures on it. Have the students circle the pictures that they think have a /o/ sound. If students have time have them color pictures with /o/ sound.

Eldredge, J. Lloyd (1995) “Teaching Decoding in a holistic classroom. New Jersey, Prentice Hall Inc.
Jeopardy game was molded from something that I observed in my pre-teaching. Mrs. Mack’s Classroom in McArthur Elementary School in Pensacola, FL. 3rd Grade

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