Tired Tom
Yawns Big
Emergent
Literacy
Rationale:
To become
a successful reader a child must be able to recognize phonemes in
spoken words
as well as their corresponding graphemes in written words.
Children need
to know their short vowels and the short vowel /o/ is one of
importance
because
of it's frequency in the English language. This lesson will help
children
to master the short o=/o/ correspondence through gestures, tongue
twisters,
writing practice, and independent work.
Materials:
Primary Paper for each child
Pencil for each child
Poster with "the top hot rod is toms dog tod" written on it.
Poster with upper and lower case o written on it, lines drawn like
primary
paper.
Copy of the book In the Big Top for each child
Marker for poster
Chalkboard and chalk
Drawing paper and crayons
Worksheet with pictures of words containing the /o/ sound as well as
some that
do not such as: pot, tot, cat, stop sign,
frog,
doctor, grass, dog, hat.
Procedures:
1. Introduce the lesson by telling children that our written
language is
secret code that we have to figure out in order to read. Also,
explain to
children that each letter has its very own mouth movement and today we
are
going to be learning about the letter o and its mouth movement.
2. Ask students:
Have you ever been really tired and let out a big yawn?
What did it sound like? See how big
I open my mouth and the sound /o/
comes out? Let's all do it together,
/o/.
3. Let's try our
tongue twister: "the top hot rod is toms dog tod"
Ok, now everyone see if we can say it 3 times. Good job. Now I want us to stretch out the /o/ sound every time we hear it in a word. "the toooop hoooot rooood is tooooms dooog tooood." Try it again and this time let’s break the /o/ sound off the word: the t/o/p h/o/t r/o/d is t/o/ms d/o/g t/o/d.
4.Give students
primary paper and pencil if they don't already have it. We can
use the
letter o to write /o/. Let's write it. To write an upper
case O
we start at the roof draw a curved line down to the sidewalk and then
back up
to connect it at the roof. Alright now I want to see if everyone
can make
nine more of those. Now, to write a lower case o we do the same
thing,
only this time we start at the fence, draw a curved line down to the
sidewalk
and then keep the curve going back up to the fence. Ok see if you
can
make 9 more of those. Now that you know what an o looks like when
you see
it you will know to say /o/.
5. Let me show you
how to find /o/ in the word stop. I'm going to stretch
out the
word stop in super slow motion and listen to hear the doctor
sound. sss. sst. st-oop stooop. There it is! I do
hear the yawn
sound in stop.
6. Call on students
to answer and ask them how they knew. Do you hear the /o/ sound
top or
tip mom or dad hot or warm cat or dog. Ask
children to raise their hands if they can think of a work with the /o/
sound in
it. Write their responses on the board.
7. Say: In this
story there is a big family going to the circus but they all have to
fit into
the same car! How are they all going to
fit? Well have to read to find out! Read the book In the Big
Top.
Next ask students to open mouth wide when you read it through again
when they
hear the /o/ sound.
Assessment:
hand the children the worksheet with the different pictures and
tell them to
color only the ones with the /o/ sound. Display their work when
they are
done.
Reference: Heather Lynch. Reading Genie
Website. Stick out your
tongue and say ahh.
http://www.auburn.edu/academic/education/reading_genie/persp/lynchel.html