By Jennifer Overfelt
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.
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.
Scary A-a-a-a! By Jordan Orso
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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