Ollie Loves Olives

Beginning Reading

Evelyn Griffin

 

Rationale:  In order for children to read, they must understand that the sounds they hear match written letters. It is also important that they understand how to write the letters. In this lesson, students will learn how to say hear, say, and spell words with short /o/.

 

Materials:

 

A jar of olives

Letter boxes for each student

Letter tiles: (o,d,d,n,j,b,p,m,n,c,r,s,s,t,g,f) for each student

Board and marker for teacher

Pencil and Paper for students

Book: Doc in the Fog

 

 

Procedures:

 

1. (Bring out a jar of olives and have the students examine it.) 

Teacher: Students, what are these? 

Students: Olives!

Teacher: What do you do with olives?

Student: You eat them! 

Teacher: Exactly. Show me how you eat them.

Student:  (open their mouths) 

Teacher: Good job! Today we are going to learn about short vowel o= /o/. You can hear the short o in o-o-o-lives. You make an o with your mouth when you say short /o/ and when you eat an olive!  Your mouth opens like an o and your tongue drops down.

 

 

2.

Tongue Twister

Teacher: Now, we are going to try a tongue twister with short o. Say Ollie Loves Olives from Montana.

Student: Ollie Loves Olives from Montana.

Teacher: What words do you hear short o?

Student: Yes. O-o-ollie, O-o-olives, fro-o-o-m, and Mo-o-o-ntana

 

 

 

 

3.

Spoken Words

Teacher: Next, we are going to see if you can hear /o/ in some words.  Crop or hip? Dock or luck? Sock or Shoe?

Student: Crop, Dock, Sock

 

4.  

Letter Box Lesson

The teacher passes out letter boxes to each student along with the tiles. Then, the teacher demonstrates on how to do the letter boxes. After the teacher models, the students will try doing the letter box lesson. The teacher will walk around to check to see if everyone is understanding. At the end, the teacher will write the words on the board and have the student read the words.

 

Teacher: I’m going to show you how to spell a word using these boxes. Wait until I finish and then copy me. I’m going to spell frog. The first sound I hear is f-f-f. I’m going to put an f in my first box. The second sound I hear is r-r-r. I’m going to put an r in my second box. The third sound I hear is o-o-o like in olives. I’m going to put an o in the third box. Finally, I hear a g-g-g at the end so I will put a g in the 4th and final letter box. Now, you put frog in your letter boxes. Now listen to the word I have with short /o/ and you try to spell them on the letter boxes.

 

LBL

2- odd, on

3- job, pot, cop

4- bomb, pond, crop, boss

5- strong, frost

 

Tiles: o,d,d,n,j,b,p,m,n,c,r,s,s,t,g,f

 

5.  

Reading

Book talk: Doc is a Wiz who magically turns things into new things. One day something happens to him. You will have to read the book to find out what happens.

We will choral read the book Doc in the Fog by Sheila Cushman.

 

6.

Message

Teacher:  Since Ollie loves olives, write a message on a piece of paper about a food you love. I’ll write a message on the board to show you how. “I love potatoes.”

Students: They quietly write their messages and volunteer to share later.

 

7.

Assessment

Teacher will assess by having a check list.

 

Check list:

__ recognizes short /o/ in spoken words

__ understands LBL

__ reads with ease

__ legible message

 

 

References:

 

Cushman, Sheila. Educational Insights 1990.

 

Cummings, Amanda. “/o/... I can’t stop yawning!” 2007.

 

Murray, Bruce. The Reading Genie. http://www.auburn.edu/academic/education/reading_genie/phonwords.html

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