Cool Drink of Water /o/
By: Hanna Lane Blevins
Rationale: Students who are beginning readers
normally need help understanding certain grapheme/phoneme
relationships, such as short and long vowels. This lesson's
purpose is to help students learn that o=/o/.
- Lined flip chart with tongue twister- Bob and Rob hop and mop on
the top of the bog.
- Dry erase board and markers
- Illustration of /o/- a picture of someone taking a big sip of
water and saying "ah"
- Word list: on, fog, top, mom, flop, stop, clop (review words:
tap, red, kick)
- Letter tiles (a, c, e, f, g, i, k, l, m, o, p, r, s, t)
1. First, I will introduce
the phoneme/grapheme correspondence. "Class, today we are
learning about short o. This /o/ says "ah", like what you would
say after taking a big sip of a cool drink on a hot day. I'm
going to set this picture of someone saying "ah" while they sip their
lemonade up just so you can remind yourselves what /o/ looks like." Put
the picture up on the board. "Now I want everyone to act like
you're taking a big sip of cool lemonade or water and then say
"ah". Good! That is a sound o makes!"
2. "Now I want everyone to
look up here at our tongue twister. I'm going to read it once and
I want you to repeat it after me. Bob and Rob hop and mop on the
top of the bog. Ok everyone repeat it…. Awesome job
everyone! Lets read it again and this time stretch out every /o/
says 'ah' sound. Booob and Rooob hooop and mooop ooon the
tooop oooof the boooog. That was great guys!
3. "Ok class, I’m going to
read you some word pairs. I want you to tell me when you hear the
4. "Ok everyone, now that
we know how /o/ sounds, we are going to spell some words with /o/ says
'ah'. Everyone put out your letterboxes on your desk and take out
your letter tiles. We need the letters a, c, e, f, g, I, k, l, m,
o, p, r, s, and t. Remember you only put one sound per box."
Model the word mop: "Ok. If I have the word mop to spell I put my
letter boxes like this, and put m in the first one /o/=ah in the second
box, and p in the last one. Ok! Now it’s your turn!" Read the
list of words (on, fog, top, mom, flop, stop, clop (review words: tap,
red, kick) and walk around and check their work as they go along.
"Ok, now we are going to read them off the board. Look up here
and read the word when I finish writing it together."
5. "Alright. Everyone
has a copy of Doc in the Fog on their desk. Please take that
out. This story is about a wizard named Doc. He loves to
change things into other things. He turns a mop into a top, a top
into a dog, and a lot of other things. What else could he turn
change things into? Let’s read it and find out! I want
everyone to read this book silently to yourself first, and then we will
read aloud together as a class. Raise your hand if you need
To make sure the class fully understands /o/=ah, the class will
complete a worksheet with pictures of words that contain the /o/
sound. They will have a pair of pictures and they will have to
recognize the name of the picture and circle which one contains the /o/
sound. It will include mop, fog, top, etc.
Montgomery, Morgan Uhh, Where is
Doc in the Fog (1990).