Oscar the Ostrich loves Olives
Beginning
Reading Design
Rationale:
When children begin to read, they must have an understanding that each
letter has a sound. In gaining a better understanding of graphemes and
phonemes, children are able to put those letters and sounds together to
recognize written words. In this lesson children will be learning about
the letter o and its sound /o/. They will be practicing using this
letter in a letter box lesson, reading a decodable book, and other
significant and unforgettable illustrations.
Materials:
-Six squares
for letterbox lesson(Each student should have six squares)
-Picture of
the letter O
-Picture of
ostrich with tongue tickler, ���Oscar the Ostrich loves Olives���
-Letter
tiles; L,O,C,K,S,B,T,F,RG,P,N (Each student should have these letters)
-The book,
Doc in the Fog ( Each students needs a copy)
-Match
pictures with words-short o (Enchanted Learning
http://www.enchantedlearning.com/alphabet/matchwordssandpix/shorto)
-Phoneme
awareness list. Lock/Land, Top/Tap, Frog/Free, Clot/Click
Procedure:
1.Introduce
the letter o. ���I���m going to make a sound and I want you all to tell
me what letter you think it is. Great, you���re right, it is the letter
o.��� I would then ask them to show me what their mouths were doing
when we made that sound.
2.���Everyone
say /o/���can you think of anything that may have the /o/ sound?���
Model the position the mouth is in when saying /o/. ���Does Matt or
Oscar start with the letter o? Great, today we will be talking a lot
about the letter o, and its sound /o/.���
3.I will
then show the children a picture of an ostrich with the tongue tickler,
���Oscar the Ostrich loves Olives���. I will say it to them at a
regular pace first, and then I will say it slowly to exaggerate the /o/
sound. ���O-o-o-o-scar the O-o-o-o-strich loves O-o-o-o-lives. Say it
with me, and hold up your hands and make the letter o when we are
saying the /o/ sound. O-o-o-o-scar the O-o-o-o-strich loves
O-o-o-o-lives. Great job!���
4.Say:
���Now we are going to work on recognizing the /o/ sound in words. I am
going to ask you which word you hear the /o/ sound in and I want you to
let me know which one you hear it in. Do you hear /o/ in lock or
land���top or tap���.frog or free���.clot or click? Great Job!���
5.Say:
���Since you all did such a great job with recognizing the /o/ sound,
we are going to practice spelling some words that have the /o/ sound in
them. Everyone get your learning squares, and letters out. Be sure to
only put one sound in each box.��� Model strong on the board for
everyone to see. Students should be allowed to work individually on
spelling out the words. (Words-3-Lock, 4- slob, stock, frog, stop,
clot, cross, 5-strong) Be sure to walk around and check on students.
Say: ���When you think you have it spelled correctly, raise your hand
so that I can come check it���. After going through the word list,
write each word on the board and observe whether the students can say
each word correctly as a class.
6.After the
letterbox lesson let the students know that we will be reading the
book,
Doc in the Fog. Say: ���This book is about a wiz named
Doc. He uses his magic wand to change things, but when he changes a dog
into a pot with fog, he may be in for a surprise. We���ll have to read
the book to find out what happens���Let���s get in two groups. Each
person should read one page. If anyone needs help, raise your hands and
I will come over to help you, but don���t be afraid to ask your
neighbor to help you.���
Assessment:
Pass out the worksheets to the students. Say: ���I want everyone to try
and do this activity on your own. I know you can do it!���
References:
-Simpson,
Claire. Uhh, Has Uncle Jud Seen My Ugly Umbrella.
http://www.auburn.edu/academic/education/reading_genie/solutions/simpsonbr.htm
-Enchanted
Learning.
http://www.enchantedlearning.com/alphabet/matchwordssandpix/shorto)
- Phonics
Readers, Book 8-short o. Doc in the Fog.