Open Wide and Say O-o-o-o-o-o!
By: Brittany Belle
For children to be
able to learn to
read they must be able to distinguish the sounds that make up the
words. In this lesson students will
learn the vocal gestures that make up the sound o= /o/.
The objective for this lesson is to give the
students a better understanding of o= /o/.
For children to become good readers they must have a good
of vowels. This will help them learn to
decode words which will in turn make them better readers.
-Tongue Twister on
Chart Paper "Ozzy
the Octopus hogs the cot"
-Doc in the Fog-
-Letterboxes for every
-Letters for every
student- b, c,
d, g, h, l, m, o, p, r, s, and t
-Small Portable Dry
Erase Board (2
feet by 2 feet)
-Dry Erase Marker
-Word List of /o/
words: 3-log, hot,
rod, den, shot, big, pot, 4- stop,
-Phoneme Graphic (at
opening wide and sticking out tongue)
/o/ in the word to match to the word: correct words are dog,
pot, clock, stop, log, hot)
- "The written language is like a secret
code. We are going to learn how to break
this code and read the words that are written. We
are going to learn today about the sound /o/ just like in the words mop and sock."
- "Can everyone say mop?" The teacher would now model the word mop emphasizing the /o/ sound. Then
the teacher would write the word mop on the small
portable dry erase board. Then the
students will once again say the word this time emphasizing the /o/
sound in the word mop.
- "Has anyone ever been to the doctor?"
"When you go to the doctor he will tell you to open wide and say /o/ so
he can see your throat." "To create the
/o/ sound we have to open our mouths really big just like we are at the
doctor." The teacher would then show the
students a picture of someone opening their mouth and sticking out
their tongue at the doctor. "Now let's
pretend our throat hurts and the doctor is going to look at it." At this point the teacher would model how to
open your mouth and make the /o/ sound. Next
the students will join the teacher in making the /o/ sound.
- "Every time we hear the /o/ sound in a
word we are going to open our mouths really big and stick out our
tongues so the doctor can see our throats." The
teacher would then model the expression of opening wide and sticking
out the tongue.
- "Ozzy the Octopus hogs the cot." The teacher models how to read the tongue
twister. Then the teacher reads the tongue
twister again emphasizing the /o/ sound. "/o/zzy
the /o/ctopus h/o/gs the h/o/t d/o/gs". Now
the students will read the tongue twister. Then
they will read tongue twister again but this time emphasizing the /o/. "This time when we read the tongue twister we
will open our mouths and stick out our tongues like the doctor is
looking at our throats every time we hear the /o/ sound in tongue
twister." This will be repeated until the
students easily pick out the /o/ sound.
- The teacher will now hand out
letterboxes to each student along with the letters needed for the
activity. "When I say a word you try to
spell it using your boxes. Remember each
sound you hear goes in one box. I will
show you how to do one. For example, the
word snob. I hear the
sounds /s/ /n/ /o/ and /b/. So in my first
box I would place a s for the /s/ sound.
The next sound I hear is /n/ so I would place the n in the second box. The
third sound I hear is the /o/ sound so I would place the o
in the third box. And finally I hear the
/b/ sound so I would place a b in the last box. I will let you know how many boxes are needed
for each word." "Now it is your turn to
try." Word List: 3-log,
hot, rod, log, shot, mop, pot, 4-
stop, clog, block
- "Now I am going to write the words on
the board (small portable dry erase board) that you just spelled and I
want you to read them to me." (pot, rod,
shot, dob, log, hot, lob, mop, pot, clog, stop, and block). There are two pseudo words in this list to see
if the students can still read the word.
- Now have the students read Doc in
the Fog as a whole group or in small groups. I
prefer the small groups because it gives the teacher a better
opportunity to monitor each student and even take a running record or
- For an assessment I would give each
student a sheet with many pictures on it. The
student would then color the pictures that have the /o/ sound in them. There will be three words by each picture and
the students must circle the word with /o/. For
example: picture of a dog, choices will be puppy, dog, and mut. After they are finished they may color the
Cushman, Shelia. Doc
in the Fog.
Educational Insights: Carson,
Hamby, Courtney: Suppressing Short O http://www.auburn.edu/academic/education/reading_genie/guides/hambybr.html