Open Your
Mouth for O
Lauren Davidson
Beginning
Reader Lesson
Rationale:
Students will
learn to identify the phonemes represented by letters in spoken words. Focusing on individual phonemes helps them
create a beginners schema on the process of decoding words. In this lesson, the students will learn to
identify the phoneme /o/ by engaging in a tongue twister, determining
if /o/ is
in a spoken word, representing /o/ through writing the letter “o”, and
using
letterboxes.
Materials:
-Tongue Twister
on chart paper - Oliver had an operation in
October, and
Oscar gave him an octopus
-Primary Paper
-Pencils
-Picture of a
person yawning
-A copy of “Doc
in the Fog” for each student
-Letter tiles
bag (with the appropriate letters inside) per student
-Letter boxes
Procedure:
1. To introduce
the lesson, explain to the students that our mouth helps us make
certain sounds
in words. "When our mouths move different ways and make different
shapes, we
make different sounds. Today, we will be
learning about the mouth movement that helps us make the sound /o/."
2. "What kind of
sound do you make when you are sleepy and you yawn? /o/ that’s right! When we yawn we cover our mouthes with our
hands. Now, everyone make this sound /o/
/o/ /o/ and cover your mouth with your hand when you say /o/. What is
your
mouth doing? Is it almost closed? No, it is pretty wide open isn’t it? I want all of us to remember what we do with
our mouths to make this sound. We will be looking for this sound in
spoken
words."
3. Using the
tongue twister: Oliver had an operation in
October, and
Oscar gave him an octopus. Read it once to the
class. Have them say it with you once. Then stretch
out the tongue twister and add the hand gesture:
"Oooooliver
had an oooooperation in Oooooctober and Ooooscar gave him and
ooooooctopus."
4. Pass out
primary paper and pencils. "We can write this sound using the letter
"o." Let’s practice writing it on our
paper."
-
Demonstrate
for student: "We make an 'o' as a circle in between the sidewalk and
the fence,
like a hoola hoop leaning on the fence. Practice making your "o"
on your
paper. Fill in the whole line, and I
will come around to check everyone’s work."
5. "Today we are
going to play a letter squares game.
Everyone needs to come get a bag of letter squares and a row of
boxes to
play our game." After they are seated and organized, "watch as I show
you how
to do the first word, and then you can do the words after this." I will
then
model the word blot and then have
them do seven words by themselves. I
will lay out the four boxes and sound out blot while putting the letter
tiles
in the order that I say the sounds onto the boxes.
Model: blot
Letter box words: 3-[doll, top], 4-[stop, clock, plop], 5-[frost, stomp]
Letters needed: d,o,l,l,t,p,s, c,c,k,r,p,f,m
6. The
children will then read the words done in
the letterbox lesson from a list printed off of the computer to check
for
understanding.
6. After
the letter box lesson, each child will
read the predictable text Doc in the Fog using
buddy reading to help each other decode words.
While they are reading, I will do an individual assessment of
each child
by taking them aside to do a letter box lesson for me.
Assessment:
The students'
understanding will be assessed by their individual assessment
using the
letter box. This will determine their understanding of the
phoneme and
and its corresponding phoneme. I will do two words per child (from the
list on
reading genie) throughout the course of the day.
Reference:
Hood, Laura
Lee. Ellie
the Eskimo.
http://www.auburn.edu/academic/education/reading_genie/sightings/hoodbr.html
Murray, Bruce. Wallach and Wallach's Tongue
Ticklers
http://www.auburn.edu/academic/education/reading_genie/ticklers.html
Murray, Bruce. How to Teach a Letterbox Lesson
http://www.auburn.edu/academic/education/reading_genie/letbox.html
Cushman, Sheila. Doc in the Fog. Educational Insights, 1990.