Boggy Blob
Boggy Blob
Beginning Reading Design
Rebecca
Bracken
Rationale: The goal of this
lesson is for students
to understand how to recognize the o=/o/ correspondence and apply their
knowledge to reading words. This lesson will
help students form a relationship with the
phoneme correspondence through learning a gesture for the o=/o/
correspondence,
finding o=/o/ vocal gesture in many words,
practicing with guidance writing the letter o,
and reading a short o sound decodable text. The
teacher will provide explicit instruction and modeling for how to find
the
short o sound, how to read it in a word, and how to print it.
Model, Review, Explain:
A.) “When we read and
write it is like we are being detectives who break and use a secret
code.
Today, we are going to be learning about how to break this code and
read words.
We are going to investigate the vowel sound /o/ that we see and hear in
the
word Octopus, /o/. Can you say /o/..? ”
B.) “The
first sound in the word Octopus is /o/.” (Repeat
the word Octopus by emphasizing the initial
/o/ sound and write the
word Octopus on the
board.)
C.) “When
we make the /o/ sound our mouths act
surprised because we have to open our mouths really wide. Our mouths
even make
the shape of an o. Let’s pretend we are
trick-or-treating
and we just get surprised by someone dressed up like a blob. Let’s all
make the
/o/ sound. Now, when I am reading and
listening I can test words to see if they have the /o/ sound. All I have to do is stretch the word out like
this, BLLLOOOB. Do you hear it? Yep, there it is /o/ blooooooob.
D.)
“Now we are going
to see how the letter O makes the /o/ sound in words.”
Phoneme
Gesture:
A.) “Every
time we find the letter O saying /o/, we are going to act like we are
surprised. Let’s try it.
Do you hear /o/ in hot or cold (model stretching out
sounds--hoooot),
top or bottom, frog or toad, dock or boat?
Tongue Twister:
A.) I am
going to read a tongue twister to you and I want you to make the
surprised /o/
face when you hear it. (Read slowly and stretch out the /o/ sound).
“Now
let’s all read it together and make out
surprised face when we come to the /o/ sound” (point to words as class
says the
tongue twister aloud).
Guided Printing
Practice:
A.)
“Now that we
know how /o/ sounds, let’s practice writing it.” (Pass out
primary paper
and a pencil to each studen0t.
B.)
“This is the letter O. It makes the /o / sound
like in the word drop. This is how you write the letter O. Start at the
roof,
the top line. Then draw a circle around to the bottom line and then
back up and
around to the top. The letter O is just like a circle. Let’s practice
making capital
and lower case o’s.”(Model on board) The
teacher goes around checking
and making sure the students understand the printing practice, if not
she gives
students more direct instruction.
Practice:
A.)
Have students take out
their
letterboxes and letters. We are going to use what we just learned about
the
letter o to spell words.
“I
will call out a word and you can spell it using the letterboxes.
Before each word I call out I will tell you how many boxes to use. Each
sound
or mouth move in the word will go in a box. For example, the word I am
going to
spell is bog. I will use three boxes because bog has three sounds. The
first
sound I hear is /b/. I will place the letter b in the first box
(model). It
helps me when I say the word again slowly to
myself, bog. The second sound I hear is
/o/. We just learned the letter o stands for /o/, so I will place the o
in the
second box (model). The last sound I hear is /g/. I will place the g in
the
third box (model on board). I spelled the word bog. Now we are going to
try
some more words with /o/.”
B.)
Then give the
following words: hot, pop,
dog (3), flop, stop, frog (4), and blond (5).
C).
Now let’s read some
words (write the preceding words form the letterbox lesson on the board
and
also a few more(rod, smog, cop) to check the students’ decoding
strategies
A.) Read
the decodable book In the Big Top.
Have the students read quietly to themselves and then take turns
reading in
pairs.
B.) Then
the teacher reads the story a third time. As
the story is read, have the students make the surprised gesture when
they hear
a o=/o/ word.
C.)
After reading, ask the students to tell you some
of the /o/ words they heard in the story and write them on the board.
D.) Then
have the students draw a picture of their
favorite surprise and then write about it. Encourage them to use some
of the
words we put up on the board.
Assessment :
The
teacher writes the following words on the board: hot,
cold, top, bottom, frog, toad, dock,
boat. The students are instructed to write the words that have the /o/
sound. Then, they pick one word with the
/o/ sound to make a picture with.
References:
Cushman,
Shelia. In the Big Top.
Educational Insights:
Kathryn
Boyd, Choir Singer Says . . . /o/ http://www.auburn.edu/rdggenie/discov/boydel.html
Wallach
and Wallach, Tongue Twisters.
http://www.auburn.edu/rdggenie/twisters.html
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