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.
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
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.
King, Michaela. Oscar the Ostrich loves Olive.
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