A Doctor's Operation
Beginning Reading Design
Rationale:
As students begin
to read, it is vital that they understand that each written letter is
represented vocally with a speech sound. As
they gain a better understanding of corresponding graphemes and
phonemes students will be on their way to becoming more fluent readers.
In this lesson, students will learn that 'o' says /o/.
Meaningful and memorable illustrations will help these students
remember the short 'o' correspondence. They
will practice the correspondence with a letterbox lesson and a
decodable book.
Materials:
--Poster with
tongue tickler: "A frog named Bob sat on top of the log."
--Elkonin boxes
(enough that each student has his or her own and the teacher has one to
model on the document camera.)
--Letter tiles
(enough that each student and the teacher has their own set of each of
the following letters.) b, b, c, c, d, g, h, j, k, l, m, o, p, r, t
--"What Begins with O?" worksheet (see
resources) (enough for each student to have a copy)
--Bob is Lost book (enough copies for each student and
teacher)
Procedures:
1.Say: "Today we
are going to learn about a sound the letter 'o' makes.
When I say /o/ it sounds like what the doctor tells me to do so
he or she can check my throat. Let us try
it; I will say it first and then we will say it together." Teacher says
/o//o//o//o/. "Now everyone." Teacher and students say /o//o//o//o/.
2. Say: "When we
say /o/, our mouths are open in an 'o' shape and our tongue is flat on
the bottom of our mouths. Let's say /o/
again together and see if you are doing it correctly." Everyone says
/o//o//o//o/.
3. Say: "Now let us
warm up our mouths and minds for practicing the /o/ sound.
I am going to say this tongue tickler first and then we will all
say it together." Teacher shows poster
with tongue tickler and reads it: "A frog named Bob sat on top of the
log."
"Now let us all say it together."
Teacher and students repeat tongue tickler.
4. Say: "We are
going to practice the tongue tickler again, but this time we are going
to stretch out the /o/s like the doctor would have us do."
Teacher and students repeat the tongue tickler saying, "A
froooog named Boooob sat oooon toooop of the loooog."
5. Say: "Now let us
see if we can hear the /o/ sound in some other words.
Each time I am going to give you a choice of two words and you
can tell me in which one you hear the /o/ sound by saying the word
while stretching out the /o/ like the doctor would have you do.
For example, if I said log and
lag, you would say
loooog.
Do you hear the /o/ sound in mop or map?
Black or
block?
Odd or
add?"
6. Say: "Now we are
going to do a letterbox lesson. (Teacher
is modeling with his or her Elkonin boxes and letter tiles on document
camera.)
I am going to show you how to do one word and then you can do
the rest.
The first word needs three squares.
The word is block.
/b//b//b//b/ is what 'b' says, so we will put a 'b' in the first
box.
/l//l//l//l/ is what 'l' says, so we will put that in the second
box.
/k//k//k//k/ is the last thing I hear but that sound is made by
a 'c' and a 'k' together, so we will put them in the same box: the last
one."
7. Say: "The next
words need three boxes. The first is
dot.
Do not forget that each sound gets its own box."
Teacher continues with other three three-phoneme words:
job,
hog, and
lock.
"The next words need four boxes."
Teacher continues with four-phoneme words:
blob,
clock, and
prom.
After successful completion, teacher and students put away
letter tiles and boxes.
8. Say: "Now we are
going to practice reading the words we just spelled one-at-a-time."
One-at-a-time teacher writes a word on the board and allows
students to read it. The words are:
dot, job, hog, lock, block, blob, clock, and prom.
If students have trouble with a word, begin with the sound they
know, /o/, and then blend the body and coda.
9. Say: "You guys
did such a great job reading those words that we are now going to
practice reading a book." The teacher may
decide whether students will work with a partner or individually.
The teacher should pass out a copy of the decodable book,
Bob is Lost, to each student.
The teacher should then give a book talk to get students
interested in reading the story. "A boy
named Ned had a dog named Bob. Ned loved
Bob, but one day, Bob ran away. Ned was
very sad and he looked for Bob everywhere.
Do you think that Ned will find Bob?
Let us read to find out!"
Teacher allows students to read the story and then reads the story out
loud for the whole class to hear.
10. Say: "Finally,
we are going to test our skills to hear the /o/ sound.
I am going to give each of you your own worksheet to do by
yourself.
It has pictures of different objects on it; some that begin with
the /o/ sound and some that do not. I want
you to draw a line to help the ox find the items that begin with the
short vowel sound of o." Because some of the students may not know
exactly what some of the objects are, the teacher may wish to read the
list to the class and ask the students to keep their answers to
themselves but to draw the lines on the paper; not to say the answers
out loud.
The objects are lamb, snake, ostrich, olives, and octopus. The teacher
may then take up students' work to assess each student's ability to
pick out the /o/ sound.
Reference:
Amanda Cummings,
Bob is Lost,
http://www.auburn.edu/academic/education/reading_genie/teacherbooks/BobIsLost.ppt
Hannah Paxton,
"Don't be a Crybaby!"
http://www.auburn.edu/academic/education/reading_genie/projects/paxtonbr.html
KidZone
Kindergarten, "Short Vowels Worksheet: What Begins with O?"
http://www.kidzone.ws/kindergarten/vowels/o-begins1.htm