Not the Doc!

Leigh Cooper

Emergent Literacy


Rationale:  To become a successful reader, students must realize that each letter has a sound that corresponds to it.  This lesson will help children identify /o/, the phoneme represented by O.  The students will learn to recognize /o/ in spoken words by relating the letter symbol O, practice finding /o/ in words, writing the letter O, and identifying the sound in spoken words through a read-aloud book.

 

Materials:

Primary paper (labeled fence line, sidewalk, rooftop, ditch)

Pencil

Red construction paper stop signs

Popsicle Sticks

Chart with "Ollie the odd octopus is occupied in October"

Hop on Pop by Dr. Seuss (Random House, 1963)

Assessment worksheet identifying pictures with /o/.  Includes dog, mop, cat, block, doctor, clock, fish, frog, chair.

Crayons

 

Procedures:

1. Say:  Our language is a secret code, which can be kind of tricky sometimes.  We have to learn what letters stand for and the way we move our mouth to say words.  Now give me thumbs up if you've ever been to the doctor.  When they say "Open wide…" what do you say back? (Let student’s respond) That’s right, you have to say /o/.  Let's practice our 'say /o/' sound and pay attention to the mouth moves we make when we say /o/. (Students practice making the /o/ sound.)

 

2. Now let's say some words that have the /o/ sound in them.  Model for the students how to read the "Ollie the odd octopus is occupied in October" chart.  (Students will repeat).  This time we’re going to say the same thing, but we're going to stretch out that /o/ sound in every word.(Model first,then class says tongue twister while stretching /o/ out in each word, repeat several times.)

 

3. "Now we’re going to practice writing the letter o.  Our /o/ sound is spelled with an o.  I'm going to give you a sheet of paper and pencil so that you can practice with me.  Start at the fence line, curve around to touch the sidewalk, and then curve back around to the fence where you started (Say while modeling on the board).  You try to make an o.  After I put a star inside your letter, then draw 9 more just like it!

 

4. Call on students to answer and explain.  Do you hear /o/ in stop or start? mop or broom? Dog or cat? Log or leg? Pot or bowl?

 

5. Pass out Stop signs to each student.  Now I'm going to read a book by Dr. Seuss that has lots of our /o/ words in it.  It’s called Hop on Pop.  When you hear a word that has the /o/ sound, I want you to hold your stop signs in the air. 

 

6.For assessment, give out the worksheet.  Students are to complete by coloring pictures that have to /o/ sound in them.

 

References:

The Reading Genie Website. 

       <http://www.auburn.edu/academic/education/reading_genie/>

Moats, Elizabeth.  "Say /o/." 

<http://www.auburn.edu/academic/education/reading_genie/constr/moatsel.html>

Sanders, Allison. "Learning with Loopy Letters."

<http://www.auburn.edu/academic/education/reading_genie/sightings/sandersel.html>

Seuss, Dr. Hop on Pop. NY: Random House: (1963).

 

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