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.
Materials:
���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
Pencils
Short /o/ picture worksheet: The students will circle all the
pictures that have short /o/ sounds in them. (Enchanted Learning)
Procedures:
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/.
Resources:
Cushman, Sheila. ���Doc in the Fog���. Educational
Insights. Carson, CA: 1990
Enchanted Learning.
http://www.enchantedlearning.com/alphabet/circlethemewords/shorto/
Charlotte Livingston, ���Iggy the Iguana is Itchy!���
http://www.auburn.edu/academic/education/reading_genie/solutions/livingstonel.html