Ollie
Loves Olives
Beginning Reading
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