Oscar the Octopus loves Olives!



                                                           By:  Kiera Averett

Rationale:  It is very important for children to exhibit phonemic awareness.  They should know that each phoneme has a different sound.  Short vowels should be introduced first in the reading process.  The phoneme /o/ can be a little tricky for some children.  When a student is learning the phoneme /o/, there are many activities that can help the process including:  mouth movements, facial expressions, identifying words that contain short o, and working on handwriting.

���Doc in the Fog���

Primary paper, picture of an octopus and an olive, and tongue tickler:  Oscar the Octopus loves Olives

List of phoneme identities to test:
Job or hat
Sock or bit
Dog or van
Hot or pet
Pop or jump
Mom or kid


Short /o/ picture worksheet:  The students will circle all the pictures that have short /o/ sounds in them.  (Enchanted Learning)

1.First I will explain to the students that we are learning the letter o today.  I will show the picture of the octopus and then I will say, ���Does everyone see the octopus?���  This is Oscar.  Oscar loves olives.  When Oscar sees olives his eyes get really big and he says /o/ because the olives look good to eat.  Then I will hold up a picture of the octopus and olive and when they see olives they need to say /o/.  Can everyone say /o/ like Oscar?  Now I am going to show your mouth looks like when you say /o/.  Your mouth should be opened wide and your tongue is lowered.  Do you know what Oscar and Olives start with?  They both start with the letter o which makes the sound /o/.  So today we are going to use the letter /o/.

2.Now I will show you how to find the /o/ sound in a word.  Under the picture of Oscar will be a tongue tickler.  Oscar the Octopus loves Olives.  I will say the tongue tickler once and then I will stretch it out.  O-o-o-o-s-s-c-c-a-r-r the O-o-o-o-c-c-t-t-o-p-p-u-s-s  l-o-o-o-o-v-e-s  O-o-o-o-l-i-v-e-s.  Do you hear that /o/ sound?  Then I will ask the students to say it with me while looking at the picture.  Then I will ask them to point to the words that have the /o/ sound.

3.���Now I am going to say two words to you and you are going to tell me which word has the /o/ sound in it?  Can everybody say /o/ with me and look at the olive?  Good!���  

Do you hear /o/ in���
Job or hat
Sock or bit
Dog or van
Hot or pet
Pop or jump
Mom or kid

4.Now I want everyone to take out their primary paper and pencils.  I will model for
you first how to write the letter o.  Now I want you to try and write five perfect o���s.

5.Now I will read to the students ���Doc in the Fog���.  I will give the students a short
book talk first to engage them.  ���Doc is the wiz.  He has a magic wand and he changes toys.  What toys do you think he will change with his magic wand?  We will have to read to find out.���  We will then read the book.  Before I start, I will remind the students about their facial expressions when they hear /o/.

6.Now I will give each student a worksheet with pictures on it.  They will circle all
the pictures that make the short /o/ sound.

Assessment:  I will be able to assess each child from the worksheet.  If they circled all the words that have a short /o/ sound in them I will know that they grasped the lesson and understand /o/.

 Cushman, Sheila.  ���Doc in the Fog���.  Educational Insights.  Carson, CA:  1990

 Enchanted Learning.

Charlotte Livingston, ���Iggy the Iguana is Itchy!���



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