Ollie
the Octopus loves Oxygen
Rationale:
Children must understand that every letter has a sound associated with
it.
Children will learn to blend the sounds together and then
recognize them in written words. In this
lesson students will be learning about the letter o and its sound of
/o/.
They will practice this letter in a lesson box lesson then by
reading a decodable book.
Materials:
Each
student will need six boxes for the letter box lesson
A
large picture of the letter O
A
large printed paper with "Ollie the Octopus loves oxygen" written on it
and a picture of an octopus
A
copy of the book In the Big Top for each of the
students
Cards
with phoneme awareness words printed: top/tip, fog/fig, lock/land,
frog/free
Copies
of the work sheet from
http://www.kidzone.ws/kindergarten/vowels/o-begins-mm.htm
for each student
Procedures:
1.
Introduce the letter O by making the sound and having the students
guess what letter it is. Then ask "What does my mouth look like when I
am saying the letter O?" Have the students
describe what it looks like.
2.
Have all of the students say /o/ and feel the shape of their mouth as
they say the sound. Ask, "What words have this letter in it?"
Have the students feel their mouths as they say the words
"olive".
3.
Show the students the picture of the octopus with the tongue tickler
written on it. Read it aloud at a regular
pace first, then slowly. The third time
exaggerate the /o/ sound on each word. "O-o-o-ollie the O-o-o-ocotpus
love O-o-o-oxygen." Have all of the
students say it with you. "Great job!"
4.
Say, "Now we are going to work on recognizing the letter /o/ on words.
I am going to say two words and I want you to tell me which word
you hear the letter o in. Do you hear /o/
in "top" or "tip", "fog" or "fig", "land" or "lock", "frog" or "free"?
Great job!
5.
Say, "Since everyone did such a great job at recognizing which words
have the /o/ sound we are going to practice spelling some words that
have the letter /o/ in them. Everyone get
your squares out and place them flat on your desk.
Line up all the letter neatly so you can see them.
Be sure to only put one sound in each box."
Model the word strong on the board.
The students should work individually on spelling the words.
[words: 3-rock, 4-frog, smog, block, stop, flop 5-strong] Say, "Raise
your hand once you think you have the word spelled out so I can check
it."
Write all the words on the board and have the students say them
after they have spelled them all out.
6.Say,
"We will now read the book In the Big Top. A group of people wearing funny clothes all
get into a car.
We will have to read the book to find out where they are going."
Have the students read in pairs.
Each student should read one page then let the other read the
next page.
Encourage the students to help each other with words.
Assessment:
Have all the students complete the work sheet by saying the words with
o and writing the letter.
References:
http://www.kidzone.ws/kindergarten/vowels/o-begins-mm.htm
King,
Michaela.
Oscar the Ostrich loves Olive.
http://www.auburn.edu/academic/education/reading_genie/journeys/kingbr.htm