Jog  Through the Fog

By: Lindsey Stewart

Beginning Reading

Rationale: Through this activity and the knowledge gained, students will learn to recognize, spell, and read words that contain the correspondence o = /o/. Beginning readers need to be able to recognize that this phoneme along with others correspond with each other in order to become a proficient reader.

Materials: chart with “Olly the octopus had an operation in October”, dry erase marker, elkonin boxes for each student, letters for each student, cards with words [mom, bag, top, pick, frock, bent, slop, mask, strong, twist], student copies of The Fog by Barney Saltzberg, journals for students

 

Procedures:

1.Today we are going to learning the letter /o/. To begin we are going to work on spotting the mouth move /o/.(Display picture of person yawning) Everyone make the sound /o/. It sounds like your yawning as you place your hand over your mouth. Now, let’s try it together, ooooo. Excellent! Can anyone tell me what your mouth is doing? That is right, our mouth is open and our tongue stays still. Let’s practice together one more time, ooooo. Remember, to cover your mouth as you yawn.

 

2.Now, let’s try a tongue twister to see if you can hear /o/ in these words. (Place chart with “Olly the octopus had an operation in October” on the board and model the words to the students as you read from left to right) Listen for the /o/ in the words as I read. “Olly the octopus had an operation in October.” This time we will read it together. Excellent! Next, we will read it again breaking apart each word.  “OOOllly the oooctopus had an ooooperation in OOOOctober.” Can anyone raise their hand and tell me a word in this tongue twister that has a /o/ in it? That is right, operation has the /o/ sound. Continue until every word has been called out.

 

3.Alright, I am going to read several words out loud. I will ask which word makes the /o/ sound. As you say it, place your hand in front of your mouth to mimic yawning. The first word I will do as an example. Do you hear /o/ in box or bug? Boooox, I hear the /o/ in box, no bug. Now it’s your turn. Do you head /o/ in cop or tip? Stop or step? Fog or gas? Knob or knee? Excellent.

 

4.Here I will begin the letter box lesson] Class, we are going to practice spelling words with the /o/ sound. First, I will model how the Elkonin boxes work by drawing one on the board along with all the letters that will be used. The word I will model is smog. The first sound I hear is s which is placed in the first box. Then follows the sounds m, o, and g which each get their own box. How many sounds do we here in smog? Excellent! 4 sounds, because they use four boxes. Each of you take out your letter boxes and the letters listed on the board, and try a few on your own. The first word is mom. [continue till the list is complete and you have reviewed each word]

 

            3 phoneme: mom, bag, top, pick

            4 phoneme: frock, bent, slop, mask

            5 phoneme: strong, twist

 

5.[Now, I will display the words on note cards using the document camera for the students to read] Class we are going to read the same words we just spelt using our letter boxes. For example, I will read the first word. M-oooo (there’s the /o/ sound), m-oooo-m. Let’s say the rest together.  

 

6.Today, each of you will be paired with a partner to read the decodable book The Fog. Bob Hog goes for a jog with his friend Pig Wig, but a couple of things stop them on the way. Read with your partner to find out if they are able to finish their jog. I will walk around to observe and assist if needed.

 

7.Assessment: The children will complete a journal entry as an extension of the days reading. The students should copy the prompt from the board into their journals. It will read as follows: If you were Bob Hog were would you jog? I will take the journals up to read as the assessment. However, I will provide an opportunity for the students to read their messages out loud.

 

8. Show FOG and model how to decide if it is fog or dog: The F tells me to brush

my teeth, /f/, so this word is fff-og, fog. You try some: FIX: fix or mix? MEET: feet

or meet? FIND: find or mind? PORK: fork or pork? FAKE: fake or make?

 

 

Reference:

 

Daniel, Collier. Uhhh, I don’t know.

http://www.auburn.edu/academic/education/reading_genie/odysseys/danielbr.html

Faucett, Lauren. U-u-under The U-u-umbrella.  http://www.auburn.edu/academic/education/reading_genie/odysseys/faucettbr.html

Saltzberg, Barney. The Fog. Hooked on Phonics, 1988.

 

Return to invitations index