Hot Rod
Beginning
Rationale: “Children
need a word
identification strategy to help them when their word recognition skills
are
limited” (Eldredge 107). This lesson is
designed to encourage children to use a strategy for decoding words.
Materials: In the
Big Top by
Sheila Cushman for each child, poster board with word twister written
on it,
dry erase board, dry erase marker, primary pad and pencil.
Procedure:
1. Ask the students while you are holding up a
big picture book, WHICH TELLS YOU THE MESSAGE, THE PICTURE OF THE WORDS? Refer to both as the question is posed. THAT’S RIGHT!
THE WORDS INTHIS BOOK TELLS THE MESSAGE.
TODAY, WE ARE GOING TO LEARN A FUN WAY TO SAY THE SHORT o=/o/. THE SHORT “o” SOUNDS LIKE /o/, AS IN ‘OLLIE
THE OFFICER’. CAN YOU SAY ‘OLLIE THE
OFFICER’? VERY GOOD!
2. I HAVE A COLL TUNGUE TWISTER I WANT YOU TO
SAY. Refer to the poster board with the
twister on it. OLLIE THE OFFICER GOT IN
HIS HOT ROD. CAN WE READ IT
TOGETHER?! VERY GOOD!
NOW, TRY STRETCHING OUT THE /o/ SOUND. Instruct
students to find their personal
space somewhere in the room. As they say
the twister again, have them raise their hands from resting position to
right
over their head. Tell them that they are
to do this motion during the time they stretch out the /o/ sound. GOOD JOB, CLASS! QUICKLY
FIND YOUR SEATS SO WE CAN PLAY
ANOTHER GAME.
3. BOYS AND GIRLS, PLEASE GET OUT ONE PIECE OF
LINED PAPER AND A PENCIL. WE ARE GOING
TO PRACTICE WRITING THE SHORT LETTER ‘o’.
START AT THE FENCE AND CURVE DOWN TOWARD THE SIDEWALK. YOU BARELY TOUCH THE SIDEWALK AND BOUNCE BACK
UP TO THE FENCE. KEEP CURVING YOU LINE
TILL YOU ARE BACK TO WHERE YOU STARTED. Instruct the student to perform
five
award-winning lowercase ‘o’. THESE LOOK
GREAT! LET’S MOVE ON!
4. PUT YOUR PAPER AND PENCIL AT THE FRONT OF
YOUR DESK AND GRAB A DRY ERASE BOARD AND MARKER. WE
ARE GOING TO HAVE A RACE! I WILL GIVE YOU
TWO MINUTES TO LIST AS MANY
WORDS THAT HAS THE SOUND /o/ IN THEM.
YOU CAN USE WORDS THAT WE’VE ALREADY DISCUSSED.
READY.
SET. GO! Walk
around the table and assist children who
are struggling. NOW, THT EVERYONE IS
DONE, I WANT YOU TO UNDER LINE THE LETTER THAT MAKES THE /o/ SOUND IN
EACH
WORD. I WILL KNOW YOU ARE FINISHED WHEN
YOUR MARKER IS ON THE TABLE AND YOU ARE HOLDING YOUR DRY ERASE BOARD
ABOVE YOUR
HEAD. GREAT JOB!
5. NOW, YOU MAY BE ASKING ME “HOW DO I READ A
WORD WITH THAT LETTER IN THE MIDDLE?”
FIRST OF ALL, LET’S CHOOSE THE WORD “Top”. WHAT’S
IN THE MIDDLE? (o)
AND IT MAKES
WHAT SOUND?
(/o/)
WHAT’S THE
LETTER BEFORE
THAT? (T)
WHAT SOUND
DOES THAT MAKE?
(/t/)
SO FAR WE HAVE
/to-/! NOW WHAT SOUND DOES THE LAST LETTER
MAKE?
(/p/)
PUT IT ALL
TOGETHER…/t/
/o/ /p/…top! AWESOME WORK!
YOU TRY IT!
Help students go through the same method to read the same word.
6. IT’S TIEM TO READ OUR BOOK IN THE BIG TOP. Single out a child and ask, HAVE YOU EVER
READ THIS BOOK? WELL, IT’S ABOUT A BIG
CIRCUS FAMILY WHO TRY TO FIT IN THEIR HOT ROD ALL AT ONCE!
SOUNDS LIKE TROUBLE TO ME! READ THE
BOOK TO YOURSELF AND TELL ME WHAT
HAPPENS. IF YOU NEED HELP, FIRST
REMEMBER HOW WE READ THE WORD “Top”. IF
THAT DOES NOT WORD, RAISE YOUR HAND AND I WILL HELP.
7. YOU GUYS HAVE DONE WELL! TAKE
OUT A PIECE OF LINED PAPER AND WRITE
ABOUT HOW YOU WILL FEEL IF YOU WERE CRAMMED IN A CAR FULL OF CLOWNS! I CAN NOT WAIT TO READ THEM.
Assessment: While the
children read the
story to themselves, I will go around to each child and listen to them
read. I will make notes of any miscues
and schedule later times to meet with those students.
References:
Scary A-a-a-a!
By Jordan
Orso
www.auburn.edu/rdggenie/discov/orsobr.html
In the Big
Top by Sheila Cushman,
Educational Insights
Teaching Decoding in Holistic Classrooms by J. Lloyd Eldredge, Prentice-Hall
(1995) page 7.
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