Hot!, Hot! Hot!

Susan Grimes
Beginning Reader Lesson

Rationale:  This lesson will help children identify /o/,the phoneme represented by O.  Students will learn to recognize /o/ in spoken words by learning a meaningful representation (wiping the brow as if wiping sweat) and the letter symbol O, practice finding /o/ in words, and apply decoding skills through a letterbox lesson and finally by reading words.

Materials:  Picture of man getting a cool drink and wiping his brow, primary paper and pencil; chart with "Ollie the octopus stops to hop when he gets hot."; word list with: hot, trip, blob, list, snob, clock, stop, went, blond, stomp, plant, frost; Elkonin boxes with appropriate letters for lesson (b, c, d, e, f, h, i, k, l, m, n, o, p, r, s, t, w) for each student. Book:  The Tot and The Pot.

Procedures:  1.  Say: Writing letters is like writing secret code.  To break the code we need to learn what the letters stand for.  Our mouth moves a certain way when we say words.  Today we are going to work on finding the words with the mouth movement /o/ (model this movement).  We spell /o/ with the letter O.  O=/o/ reminds me of being very hot and sweaty, wiping my brow and saying "oooooooo" when I have a cool drink. (Model this gesture.)

2.     Let’s pretend we are having a cool drink while wiping our brow, /o/, /o/, /o/. (Model the gesture of wiping your brow).  Notice how your mouth is shaped (jaw dropped, mouth open, tongue flat).  When we say /o/, drop our jaw and open our mouths wide /o/, /o/, /o/.

3.     Let me show you how to find /o/ in the word hot.  I’m going to stretch hot out in slow motion and you listen for the /o/ sound to signal when to wipe our brow.  H-h-h-h-h-o-o-o-o-o-o-t-t-t-t.  I felt my mouth open at the middle of the word.

4.     Now let’s try a tongue tickler (on chart).  I read, "Ollie the octopus stops to hop when he gets hot."   Everybody say it three times together.  Now say it again, but this time, stretch the  /o/  at the beginning of the correct words.  "Oooollie the ooooctopus stoooooops to hooooop when he gets hooooot."  Try it again and this time break the words apart: "/o/ llie the /o/ ctopus st /o/ ps to h /o/ p when he gets h /o/ t."

5.     (Distribute Elkonin boxes and letter manipulatives).  Say, "Spellings are sensible ways to write down words.  Spellings are simply maps of the sounds of words.  Let me show you how to spell the word "hot" and then how to read it."  I will then pull out three boxes, stretch the pronunciation, and spell it phoneme by phoneme, while saying, “/h/ is the first sound, that’s letter h. I’ll put it in the first box.  The second sound I hear is /o/, that’s o so I’ll put it in the second box.  The last sound I hear is /t/, which is t so I’ll put that in the last box.  Each student will unfold the letterboxes and work through each word from the list in like manner.
6.     To model how to read the word, I will start with the vowel.  To read hot, I will start with the /o/.  Okay, /h/ /o/ says /ho/.  When I add the /t/, it says /hot/, like it is hot outside.  I will have them put away the letterboxes and use the same list of words.  I will spell words and have the students read them.
7.     To provide practice finding the phoneme is word contexts, call on students to answer and tell how they knew:  Do you hear /o/ in hot or hit?  Stop or step?  Blob or blue?  clock or click?  frost or first?   I will say, "Let’s see if you can feel the mouth move /o/ in some words.  Pretend to wipe your brow if you hear /o/:  The, orange, octopus, hopped, in, the, hot, sun, before, he, could, stop."  
8.    The decodable book, "The Tot and the Pot" will be distributed.  I will give a book talk, then students will be paired and take turns reading one page at a time.
9.    Primary paper will be distributed and the students will write a creative message responding to the prompt, "Tell me of a time when you were very hot.  What did you do to cool off?"
10.      For assessment, I will constantly observe and determine whether they are able to successfully complete the letterbox lessons and spell and read the words independently.

"Hand Gestures for Phonemes", The Reading Genie Website/Materials.

Lesson referenced: "Uhhh, What Did You Say?" by Cortney Winton.  Navigations - Fall 2007.  The Reading Genie website.

Murray, B. A., & Lesniak, T. (1999).  The Letterbox Lesson: A hands-on approach for teaching decoding.  The Reading Teacher, 52, 644-650.

Book, "The Tot and the Pot" ,

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