O-o-o-o-operation
Beginning Reading
Rationale:
As students begin to read, it is
critical that they understand that each written letter is represented
vocally with a speech sound. As they gain a better understanding
of corresponding graphemes and phonemes students will be on their way
to becoming more fluent readers. In this lesson, students will
learn that 'o' says /o/. Meaningful and memorable illustrations
will help these students remember the short 'o' correspondence.
They will practice the correspondence with a letterbox lesson and a
decodable book. This lesson will help students learn to recognize,
identify, read, and spell words with short
o sound, o=/o/ correspondence.
Materials:
Picture of the letter o
on chart paper
Tongue twister on chart paper : Oliver
had an operation in October
Letter boxes for each student and teacher
Letters for each student and teacher:
a,b,d,d,f,g,h,l,m,o,p,q,r,s,t
Word cards with: MOB, POT, ODD, FROG,
SAT, RASH, DROP, PROM, and PLOT
Book Doc in the Fog (Cushman,
1990)
Worksheet with pictures for assessment
http://www.kidzone.ws/prek_wrksht/learning-letters/o.htm
Procedures:
1) Say: "Today we are going to learn
about a sound the letter 'o' makes. First you want to describe the
mouth movements that are made when you say /o/. ���when we say /o/, our
mouths are open in an ���o��� shape and our tongue is flat on the
bottom of our mouth. Let���s say /o/ again and see if we are doing it
correctly. When I say /o/ it sounds like what the doctor tells me to do
so he or she can check my throat. Let us try it; I will say it
first and then we will say it together." Teacher says /o//o//o//o/.
"Now everyone." Teacher and students say /o//o//o//o/.
2) Now you want to use the tongue
tickler to give the children extra practice. You say the tongue tickler
first exaggerating the /o/ sound and pointing to the words on the chart
paper as you read. Now have the students say it with you.
Tekk the students to stretch out the/o/���s like the doctor
would have us do. O-o-o-o-oliver had an o-o-o-o-operation in
O-o-o-o-october.
3) Say: "Now let us see if we can hear
the /o/ sound in some other words. Each time I am going to give
you a choice of two words and you can tell me in which one you hear the
/o/ sound by saying the word while stretching out the /o/ like the
doctor would have you do. For example, if I said log and
lag, you would say loooog. Do you hear the /o/
sound in
mop or map? Black or block? Odd
or
add?"
4) Say: "Now we are going to do a
letterbox lesson. (Teacher is modeling with his or her Elkonin
boxes and letter tiles on document camera.) I am going to show
you how to do one word and then you can do the rest. The first
word needs three squares. The word is block.
/b//b//b//b/ is what 'b' says, so we will put a 'b' in the first
box. /l//l//l//l/ is what 'l' says, so we will put that in the
second box. /k//k//k//k/ is the last thing I hear but that sound
is made by a 'c' and a 'k' together, so we will put them in the same
box: the last one."
5) Now it is time for the students to
try. Say: "The next words need three boxes. The first is dot.
Do not forget that each sound gets its own box." Teacher
continues with other three three-phoneme words:
mob, pot, and odd. "The next words need four
boxes." Teacher continues with four-phoneme words: frog, plot,
and prom. After successful completion, teacher and
students put away letter tiles and boxes.
6) Say: "Now we are going to practice
reading the words we just spelled one-at-a-time." One-at-a-time
teacher writes a word on the board and allows students to read
it. The words are: mob, pot, odd, sat, frog, plot, and prom. If students have trouble with a word, begin
with the sound they know, /o/, and then blend the body and coda.
7) At this point you will have the
students get with a partner to read the /o/ book, Doc in
the Fog. Pass out one book per student. You should then give a
book talk to get students interested in reading the story.
Doc is a wizard who changes
changes things! One day, while he was doing magic, a dark fog
came around him. Read the book to see what happens to Doc in the
fog! Teacher allows students to read the story and then reads the story
out loud for the whole class to hear.
8) Now asses the children using the work
sheet listed above. Listen for the children to make the correct sound
and write the letter o correctly.
Reference:
Kidzone
http://www.kidzone.ws/prek_wrksht/learning-letters/o.htm
Kathleen
Griffin
Singing
O-O-O-O (Ah!) at the Opera!