“The Summer Sun is Hot, Hot, Hot!”
Materials: Primary paper and pencil; chart with “Oscar the octopus had an operation in October”; drawing paper and crayons; Doc in the Fog (Educational Insights); picture page with sun, box, frog, hat, clock, bus, dog, pig, stop, and pot.
Procedures: 1. Introduce the lesson by explaining that our
written
language is a secret code. The tricky part is learning what letters
stand
for the mouth moves we make as we say words. Today we’re going to
work on spotting the mouth move /o/. At first /o/ will seem hidden in
words
but as you get to know it, you’ll be able to spot /o/ in all kinds of
words.
2. Ask students: Imagine that it’s summertime and you have just played
outside in the hot sun. Have you ever grabbed a glass of ice, cold
lemonade
to cool you down and after one gulp said /o/? That’s the mouth move
we’re
looking for in words. Let’s pretend we just took that refreshing gulp
and
say /o/.
3. Let’s try a tongue twister [on chart]. “Oscar the octopus had an
operation in October.” Everybody say it three times together. Now say
it
again, and this time, stretch the /o/ at the beginning of the words.
“Oooscar
the oooctopus had an oooperation in Oooctober.” Try it again, and this
time break it off the word: “/o/scar the /o/ctopus had an /o/peration
in
/o/ctober.” Great Job!
4. [Have students take out primary paper and a pencil.] We can use
the letter o to spell /o/. Let’s write it. Begin at the fence,
and
draw a circle that reaches down to the sidewalk and meets back at the
starting
point on the fence. Everybody hold up your o. As soon as I give
you the okay, I want you to make five more just like it. When you see
the
letter o all by itself in a word, that’s the signal to say /o/.
5. Call on students to answer and tell how they knew: Do you hear /o/
in cat or dog? Hot or cold? Bag
or box?
Lock
or key? Fish or frog? Say: Let’s see if you can
spot
the mouth move /o/ in some words. If you hear /o/, give me a thumbs up,
and if you do not, give me a thumbs down. [Give words one by one.] Oscar,
the, octopus, had, an, operation, in, October.
6. Read Doc in the Fog and talk about the story. Read it again, and
have students clap their hands once when they hear words with /o/. List
their words on the board. Then have each student draw a picture that
has
the /o/ sound and write a message about it using invented spelling (dog,
frog, box, etc.). Hang up their work so that others can see it.
7. For assessment, pass out a picture page and help students name each
picture. Ask each student to circle the pictures whose names have /o/.
Reference:
http://www.auburn.edu/rdggenie/insights/gettysel.html
(“A Baby is
Crying…Aaah!”)
http://www.auburn.edu/rdggenie/insights/groverel.html
(“Open up and Say /o/”)
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