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Hop on Pop - Short 'o'
Leslie Sidwell O'Neal
To appreciate the alphabetic significance of letters, children
must gain conscious access to phonemes (Adams 53). Functional understanding
of the alphabetic principle depends equally on knowledge of letters and
on explicit awareness of phonemes because it depends so closely on the
association between them (Adams 54). Short vowels are very difficult
to distinguish due to the fact that the shape of the mouth and the sounds
made between the vowels vary ever so slightly. This lesson will help
students recognize /o/ (short o). Students will recognize
short 'o' in spoken words and will also identify short 'o' in different
words, when asked.
Primary Paper/pencil, Construction Paper with "We like to
hop on top of Pop who's on top of a hot rock" written on it, Hop on Pop
by: Dr. Seuss (focusing specifically on pages 40-41), set of short 'o'
words for concentration game, Owl/Ostrich worksheets, and a page of pictures
that contains animals with the short 'o' sound in their name, and also
a short 'o' phonics book dealing with some type of animal.
First, I just want you to know that writing is a secret code.
It is not always easy to recognize how we move our mouths to form the sounds
of different letters or which letter it is that we should write to stand
for the sound, but today we are going to learn about short 'o', /o/.
Did you ever hold out the word Amen in a church song or seen
someone do this in a movie? The "AAAAA" sound is what we are looking
for when we are searching for short 'o' in words. Stretch out the
'o' sound like in AAAAAmen. I'll say it in rock, rrro-o-o-o-o-o-o-ck.
R-o-o-o, see I said the "AAAAA" sound.
Let's try our tongue twister now (on construction paper).
"We like to hop on top of Pop who's on top of a hot rock." Let's
say it together. Now this time let's stretch out all the "AAAA" sounds
in the words. "We like to hooop ooon tooop ooof Pooop who's ooon
tooop ooof a hooot rooock." Now this time break up the words and
separate the "AAAA" sound from the rest of the word. "We like to
h/o/p /o/n t/o/p /o/f P/o/p who's /o/n t/o/p /o/f a h/o/t r/o/ck."
Now take your paper and pencil out. We're going to
write the letter that makes the "AAAA" sound. First, start midway
between the sidewalk and the fence like you are going to write a little
'c' and then just go around and close it up. I want to see everyone's
'o'. After I check you're paper and tell you that you've done it
write I want you to write ten more perfect o's like the ones you just did.
I will now call on students who raise their hands to answer
my questions. Do you hear /o/ in cop or shoe? Pot or
bun? On or under? One or hot? Top or yum? Now I am going
to put you into pairs to play concentration matching up words that use
the /o/ sound. Only match the one's that use the 'o' sound.
I will now read a short 'o' phonics book and then we'll talk
about the story. And when I re-read it students will quietly raise
their hands when they hear the /o/ sound. Afterwards, they
will recall the words they heard and we will make a list on the board.
The students can draw an animal or object that contains the 'o' sound in
it and we will display it on a bulletin board if they choose to.
Have the students complete the ostrich and owl worksheets
and have them name some other animals that have the /o/ sound in
their name. Have them write them using invented spelling if they
Click here to return to Openings
Adams, Marilyn Jager. Learning to Read: Thinking and
Learning about Print. A Summary prepared by: Steven A. Stahl, Jean
Osborn, and Fran Lehr. 1990.