It’s
O-o-o-obvious That You’re Sick
Melanie Tew
Beginning Reading Design
Rationale:
To
learn to read and spell words, children need to know that letters stand
for
phonemes and spellings map out those phonemes in spoken words. Before
children
can match letters to phonemes, they need to be able to recognize
phonemes in
spoken words. Short vowels are probably
the toughest phonemes to identify. This lesson will help children
identify /o/
(short o). They will learn to
recognize /o/ in spoken words by learning a meaningful representation
and a
letter symbol, and then practice finding /o/ in words.
Materials: Pencil; chart
with "Oliver obviously thinks the opera is optional."; Hop
on Pop by Dr. Suess(Random House.
Procedures: 1. Explain why new idea
is valuable:
“Why is it important for us to learn about the letter o and the sound
/o/? It is
important to be able to recognize each sound in a word so that we can
read and
spell the word? Why else do you think that recognizing the sounds in
words is
important?
2. Ask students: Raise your hand if you
have ever been to the doctor before. When the doctor goes to look in
your
mouth, what does he say? That’s right,
he says, “Open up and say /o/.” Let's
pretend we are at the doctor’s office and he is looking in our mouths,
and say
/o/. [Open mouth and stick out tongue as if doctor were looking in
mouth.] We
say /o/ so that the doctor can examine our throat. Okay, let the doctor
look in
your mouth: /o/.
3. Let's try a
tongue twister [on chart].
"Oliver obviously thinks the opera is optional." Now everyone say it
together. [Repeat twice more.] Now say it again, and this time, stretch
the /o/
at the beginning of the words. "Oooliver ooobviously thinks the ooopera
is
oooptional." Try it again, and this time break it off the word: “ /o/
liver /o/ bviously thinks the /o/ pera is /o/ ptional.”
4. Now we are going to do some
activities with o says /o/. I’m going to
say two words and I want you to tell me which word you hear /o/ in. If I said stop and step, which one would I
hear /o/ in? The answer would be
stop. We are going to practice
identifying the /o/ sound and make words with sound /o/.
5. Okay, let’s practice.
Do you hear /o/ in: shop or ship? Hat or hot?
Dog or cat? Octopus or platypus? Knot or note? Great! Now we are going
to
practice spelling and reading words using our letterboxes.
First I am going to ask you to make a word
such as flop. You will place each letter
that represents the sound you hear in a box. Flop - /f/ /l/ /o/ /p/. I
hear /f/
first, so let’s put the letter that makes the sound /f/ in the first
box,
f. now let’s do the rest: /l/ /o/
/p/. That’s l, o and p.
Now you try!
LBL words: dot
[3], box [3], cat [3], mop [3], blob [4],
stop[4], clock[4], slip[4], stomp[5].
Now, I will put the words together for
you, and I want you to read them to me.
[Place f,l,o,p tiles together to make the word flop.] I’ll read
this one
to you: this is flop. [Teacher goes
through each word from LBL and has student read each one.]
6. Whole text: Now
I’m going to read Hop on Pop and I
want you to open your mouth and stick out your tongue every time you
hear /o/.
Now I want you to read Doc in the Fog to me (choral reading). Doc is a magician. Do
you like magic? We’ll have to read to see
what neat magic tricks Doc has in store for us.”
Assessment: Students
will be assessed on both the
recognizing of /o/ in spoken words ad well as during the LBL. Students will also be provided with a
worksheet with different items and item names on it and they will match
the
objects to their correct names.
References: Fullilove, Casey.
“Open Up and Say /o/” 2005. http://www.auburn.edu/academic/education/reading_genie/invent/fullilovebr.html
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