Opera Singer /o/





Frazier Montiel

Beginning Reader Lesson



Rationale: As a beginning reader, it is important for students to learn the correspondences between letters and sounds. Short vowels are especially hard to learn; therefore, it is especially important for students to have explicit instruction and practice with short vowels. This lesson will help students to learn to recognize and read the correspondence that o = /o/.  The students will learn the correspondence o = /o/ by making a memorable connection  to the correspondence in written and spoken words.



Elkonin Letterboxes

Letter manipulatives (o, j, b, b, p, d, h, g, l, s, m, c, k, f, r, t, n.   )

Chart with tongue twister „Oscar the otter ate an olive at the opera with an oxen

„Mox‚s Shopš from <http://www.starfall.com/ni/level-a/short-o/so-bw.pdf>

Pseudoword index cards (pog, lod, yot, mos, and zom)


1.  Give an introduction of the lesson. Today, we are going to learn about the /o/ sound made by the letter o. You are going to learn to recognize and read words with the /o/ in them.


2. Ask the students: Have you ever heard anyone singing in an opera? I have, an opera singer sounds like this /o/. (Make the /o/ and act like you are singing with your arm held out straight in front of you). Now, you make the /o/ sound like you are singing in an opera.


3. Now, let‚s try a tongue twister. „Oscar the otter ate an olive at the opera with an oxen.š Let‚s say the tongue twister three times. Now, say it again and let‚s stretch the /o/ sounds at the beginning of the words. „Oooscar the oootter ate an ooolive at the ooopera with an oooxen.š Try it again, and this time we are going to break off the words. „/O/ scar the /o/ tter ate an /o/ live at the /o/ pera with an /o/ xenš


4. Say: „Now, we will try to see if we can spot the opera /o/ in words. Do you hear the /o/ in: pot or pat? otter or egg? Tug or log?š


5. Do a Letter box lesson with the /o/ sound. „Everyone get out our letter boxes and letters, and we are going to do a letterbox lesson. We will need the letters: o, j, b, b, p, d, h, g, l, s, m, c, k, f, r, t, n. We are going to spell words by putting each sound in its own box. So, each box should only have one sound in it.š

Words: 3- [job, pet, pod, hog, bad], 4- [blob, crib, smock, frog, prod], 5- [strong, blond, frost]. After the student spells the words, he or she will then read the words without the letterboxes.


6. The children will practice their new correspondence that o = /o/. Say, „Mox owns a shop and his friend Bob comes to help him cook. What will happen when Bob comes to help Mox? You will have to read „Mox‚s Shopš to find out. Then, the students will read „Mox‚s Shopš silently to themselves. Then, we will read the book as a class.



I will get each child to read some pseudowords on notecards as an assessment. The words will be pog, lod, yot, mos, and zom.





"Mox‚s Shop." Starfall. 2005.16 Oct 2006. http://www.starfall.com/ni/level-a/short-o/so-bw.pdf


Murray, B.A. and Lesniak, T. (1999). The Letterbox Lesson: A Hands on  Approach for Teaching Dcoding. The Reading Teacher,


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