A Doctor's Operation
Beginning Reading Design
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.
--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)
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.
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
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