It's hot! Ahhh,
let's cool off with o!
Beginning
Meg Terry
Rationale
This lesson will
help
students identify the short o sound, /o/, from the grapheme o.
Students will learn to recognize /o/
in spoken words by learning a meaningful representation (wiping off
sweaty
foreheads), practicing finding /o/ in words, and applying phoneme
awareness in
a letterbox lesson and through reading.
Materials
dry erase board
and marker, tongue twister chart, primary
paper, pencils, assessment
worksheets with 6 pictures and 4 word choices for each picture, pseudo word flashcards with mot, pog,
fod, zom, hob, copies of Doc in the Fog (Educational
Insights,
1990) for every student, overhead
projector with letterbox transparency and tiles, letter
boxes for each student with letter tiles (t, o, p, s, i,
f, g, r, a, b, h, c, l)
Procedure
1. Say: "Today,
we are
going to learn the sound the letter o
makes, /o/. You know, summer is coming up and it is going to get hot!
So we are
going to need to cool off with a cold glass of lemonade. Let's pretend
that we
are wiping off our sweaty foreheads after drinking our lemonade, /o/,
/o/, /o/.
(Pantomime wiping off forehead with back of hand.) When we say /o/, our
mouth
opens and our jaw drops. From now on every time we hear /o/, we will
wipe off
our foreheads after drinking our lemonade."
2. "Now, let's
try a
tongue twister with the /o/ sound. (Hold up chart.) 'Oliver gave Oscar
an
octopus in October.' Let's say that together three times while we wipe
off our
foreheads. We are going to say it again, but this time I want you to
stretch
the /o/ at the beginning of the words. 'Oooooliver gave Oooooscar an
ooooctopus
in Oooooctober.' Now, do you think we can make the /o/ sound and pause
before
saying the rest of the word? '/o/ liver gave /o/ scar an /o/ ctopus in
/o/
ctober.' Good job!"
3. "Let's
practice
finding the /o/ sound in different words. I'm going to say two words
and I want
you to tell me which word has the /o/ sound in it. I'll do one first.
Do I hear
the /o/ sound in the word hat or hot? Let me see if I hear the sound I
make
when I cool off after my cold lemonade. /h/ /a/ /t/. Hmm, no, I don't
cool off
with the word hat. Let me try hot.
/h/ /o/ /t/. Look, I found the
sound we make when we are cooling off! I hear /o/ in the word hot. Now we'll try some as a class. Do
you hear /o/ in mop or map? job or jug? dog or dig? pop or pat?"
4. Have the
class get out
their letter boxes and the correct set of letter tiles for the
particular
lesson and get yours out preparing to spell on the overhead. Say: "It's
time to get out our letter boxes and our letter tiles and spell some
words. I'm
going to spell one first. I am going to spell the word frog."
(Put up four letter boxes.) "Let me see, /f/.
Okay, I need to put an f in the first box. /f/ /r/. So, I need an r in
the
second box, fr. /o/, Oh! There's our sound for cooling off, and it goes
in the
third box. /g/ Now we need a g to go
in out fourth letter box. We just spelled frog!"
Have the students spell words independently and walk around the room
checking
their progress, and scaffolding when necessary. When starting a new
word, tell
the students how many boxes to unfold. Use the words: top (3), sit (3),
fog (3),
grab (4), shop (4), clog (4), and frost (5). If students have trouble,
I'll help
them by starting with the /o/ sound in each word first.
5.
"You all did an excellent job spelling
the words in your letter boxes, so now let's try reading them. I am
going to
write all the words you just spelled on the board and I want you all to
read
them to me after I write each one." (Write these on the board: grab,
fog,
frost, shop, sit, top, clog.)
6. "Next, we are
going
to read our book Doc in the Fog. Doc
is a wizard, or 'the Wiz' for short. He can turn any object into
something new.
Doc gets carried away with his magic. So let's read to find out what
happens to
Doc. With your neighbor, you will read this book. You will each take
turns
reading a page. Remember our cooling off sound /o/ when you are reading
this
story. I will come around to each group and make sure you all are doing
okay."
7. "Let's write
messages about a toy that we wish we could turn into another toy just
like Doc
the wizard did in our book." Make sure the children have their primary
paper and pencils and let them write independently at their desks.
8. Assessment:
To assess the students, I'll have worksheets with
six pictures of various items. There will be four word choices the
students can
read and they will circle the word that the picture represents. I will
also
call up students individually to read from flashcards with pseudo words
– mot,
pog, fod, zom, hob.
References
Lydon, Lili
(2008).
Ehh…Opening the
http://www.auburn.edu/academic/education/reading_genie/voyages/lydonbr.html
McKissick,
Brittney (2008).
Open Wide and Say "Ah!"
http://www.auburn.edu/academic/education/reading_genie/voyages/mckissickbr.html