Not
the Doc!
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).