can’t stop yawning!
order for children to be able to read and spell words it is important
can identify letters and their phonemes.
But before children can match letters to phonemes they must be
hear them in spoken words. Students will learn in this lesson the
meaningful representation, and the letter symbol for /o/ (short o).
will help students recognize the /o/ in spoken words and begin to spell
with the assistance of letter boxes. Students will also be exposed to a
with many words using /o/ (short o) as well.
with “Oliver had an operation in October”; Hop on Pop by Dr. Suess(Random
House. New York.
1963.); letterboxes for each student, letter tiles with letters: l, o,
g, b, e,
d, t, c, r, a, c, k, s, n, m, p; picture of person yawning with their
open saying /o/, copy of Doc in the
Fog by Sheila Cushman
Insights. Carson, CA. 1990.)
- Today, we are going to start working
on using the letters in the alphabet to write words but before we can
do that we must understand a secret about our language. Each letter has
a certain sound – the way the mouth moves when you say it. In order to
write words we must be able to hear those sounds. It may be difficult
at first but the more we work at this the better you will get at it. We
are going to start with listening and saying what we hear when we say
- Ask students: How many of you have
ever been up late at night and your mouth keeps saying /o/ because you
are sleepy? Let’s pretend that we you are so tired and you cannot quit
yawning. Open your mouth and use your hand to cover it as you yawn. Let
me show you. (Model open mouth and /o/.) Now can
everyone take their hand and place it in front as your mouth, and open
your mouth wide and say /o/. (Allow students to practice.
Have different students demonstrate this.)
- Now, let’s try a tongue twister to see
if you can hear /o/ in these words. It goes like this “Oliver had an
operation in October.” (Use
chart with “Oliver had an operation in October” and point to each word
as your pronounce it, modeling that words are read from left to right. Read it to students one time before
having them do it with you.) Now let’s try it together. Great!
Read it two more times. Now, let’s say it
again and see if we can hear the /o/ in each word by stretching it out
slowly. Say “Ooooliver had an ooooperation in Ooooctober.” I want
everyone to act like they are really, really sleepy
and you cannot quit yawning every time you hear the /o/.
This time in our sentence I want you to break off the /o/ from each
word “/o/ liver had an /o/ peration in /o/ ctober” showing me that you
hear the /o/ in the words.
- Now we are going to do an activity to
see if we can hear the /o/ sound in some words. I am going to tell you
two words and I want you to tell me which one you hear the sound you
make when you are yawning. For example, if I say do you hear /o/ in fog
or fat? The answer is in fog. F ooooo g.
- It’s your turn to try. Call on
students to answer the following questions: Do you hear /o/ in step or
stop? In knob or knee? Bob or Brad? Stick or Rock? Now, that you know
how to listen for /o/ we are going to read a book together and I want
you to do your very best to listen for that sound. Read an excerpt from
Dr. Seuss’s Pop on Top to the students. Ask them to do
their sign for /o/ every time they hear it. Next, we will practice
spelling and reading words using letter boxes. First I will say a word
like “mop” and I will place each letter that represents a sound that I
hear in its own box. So for mop we want to listen for /o/. I hear that
sound in the middle of the word so I am going to put the o in the
middle box. Now, let’s think about what it starts with. Mmmmm ooooo p.
It starts with /m/ so I will put m in the first box. What is on the end
of this word? Mmmmm oooooo ppppp. Now, I know /p/ goes on the end. /m/ /o/ /p/. Now you are going to try some
3) log, bed, dot 4)
crab, clock, rest, snob 5) stomp
You did an excellent
those words. Now I am going to put the letters together and let’s see
can read the word to me. Let me show you. For this word (place m,o, p
together) I will put the /m/ /o/ /p/ together and read the word. Mop.
continues until all words have been reviewed and read.
- It is your turn to read to me and show
me how you can read new words with /o/. We are going to read a book
called Doc in the Fog. Doc is a wizard who is always
making things with his magic but sometimes his magic gets him into
trouble. Let’s read and found out what he can do with his magic. (Each student will have their own book and choral read).
Ask comprehension questions such as: What does Doc turn into? What else
does Doc change with his magic?
- For assessment, look for recognition
of /o/ in spoken words as well during the letter box lesson. Also, look for the use of the motion. For
choral reading, walk around the room and listen as students read.
Listen for the /o/. Later, have students reread Doc in the
Fog to you individually for more specific results of their missing
correspondences such as running records.
Murray, Bruce. The Reading
Murray, Bruce. The Reading
Tew, Melanie. “It’s O-o-obvious you are
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