OOOhhhh, My Toe!!!!

Emergent Literacy Lesson Plan
Shay Mink

Rationale: Phonemic awareness is a prerequisite for phonics knowledge, spelling development, and word recognition, and is a predictor of later reading and spelling achievement. (Eldredge, p.27)  Through this lesson plan, students will learn /O/ (long o) by tongue twisters, identifying /O/ in spoken language and recognizing /O/ in several words.

Materials:   1.  One large chart with the tongue twister, "Opie knows old boats go slow,"
                    2. Each student needs a pencil and a piece of primary paper.
                    3. Each student needs a dry-erase board and a dry-erase marker and a tissue.
                    4. Each student needs a sheet of paper and crayons.
                    5. Bo and Rose book

1. Reading and writing is a very big mystery that we have been learning how to solve little by little throughout this year.  Today we are going to learn a very important vowel sound, O (long o).
2. Have you ever been walking around your house with your shoes off and stumped your toe and you automatically grab your toes and jump around groaning "OOhhh"?  O is the sound that we are going to look for today in words.  Let's all practice the OOhhh sound by pretending that we have just stumped our toe and let's all groan OOhhh!!!!  Let's listen for the toes sounds in cone:  coo-o-ne.  Good job, I could hear everyone make the OOhhh sound.
3. Now we have a tongue twister for the day!!!!  Reveal the chart with "Opies knows the old boats go slow."  Everybody say it together.  Now, we acre going to say it again and we are going to hold out the /O/ sound in the words:  O-O-Opie  knO-O-O-O-Ows O-O-O-O-Old BO-O-Oats gO-O-O-O slO-O-O-O-Ow.  Good job!!!  Now, we are going to try and do the tongue twister again, but this time we are going to break-off the /O/ from the word:  /O/  pie  kn /O/  ws  /O/ ld b /O/ ts g /O/ sl /O/ w.  Great job!!!
4. Okay, now we are going to take out our special lined paper and we are going to practice making the letter O.  To make a lowercase o, we are going to make a little c and then close it up.  I am going to walk around and look at all of your little o's and when I see one that looks just right, I am going to make the little o a smiley face and I want you to make a row of o's just like that one.
5. Everyone needs to take out their dry-ease boards, a dry erase marker and a tissue to erase with.  I am going to say two words; I want you to listen for the hurt toe sound in the words.  If you hear /O/ in the first word, I want you to write the number 1 on your dry-erase board.  If you /O/ in the second word, I want you to write the number 2 on your dry-ease board.  Then, we are going to share our answers and decide which word had the toe-stomp sound in it.  Do you hear /O/ in boat or bat? Home or hide?  Load or like?  Rope or rake?  Bike or bowl?  Get or goat?  Rat or roam?  Everyone make the O shape with your mouth like you are about to say /O/.  When I say the next few words, see if you can see my mouth make the /O/ sound. Home, lone, phone, doze, hole, cone road.
6. Read Bo and Rose. To Introduce the students to the book, tell them that this books is about a donkey named Rose who likes to have fun at the beach, but sometimes can get into a little bit of trouble.  Let's read the book to find out what kind of trouble Rose gets into. After reading the book have a short class discussion about what the students thought about the book.  Read it again and have student make the /O/ sound with their mouth when they hear the /O/ sound. List words on the other side of the tongue twister chart.  Have each student write in the journal 3 sentences using different /O/ words.  The students will be using inventive spelling.  When the students are finished, have them draw pictures on /O/ words on a sheet of paper and label the different words.  The student should use their crayons to make the pictures more interesting.  Then hang the students work on a bulletin board in the classroom
7. For assessment ask students to identify the other students work on the bulletin boards and pronounce in the /O/ sound in each of the different items.

Reference: Eldredge, J. (1995) . Teaching Decoding in the Holistic Classrooms. Prentice Hall Inc. p.27

                    (1990) Bo and Rose.    Phonics Readers Long Vowels. Educational Insights

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