Beginning Reading
By Milissa King
Rationale:
Children
need to understand that letters have corresponding phonemes or vocal
gestures to go with them. For children to be able to read, they
need to understand these correspondences which consist of letters
(graphemes) and phonemes (vocal gestures or sounds). When
children understand these correspondences, spelling and reading becomes
more accessible. In this lesson, the children will have a clear
demonstration and practice with the o = /o/
correspondence. Upon completion of this lesson, they will be
aware of and able to identify words with the o = /o/ sound and
make some words with the o = /o/ sound by sounding out words
and spelling them using letterbox lessons.
Materials:
Phoneme
Identities Checklist
Anecdotal
Notebook for recording any additional information about childrens'
learning (each child will have thier own section)
Procedures:
1.
"Today
we are going to talk about one of my favorite letters. It is one
of by favorite letters because I see it and use it every day. I'll bet
you see it and use it every day also. It is the letter "O" (To
teacher: show them the letter "O" – either written or a picture
of it) and we are going to learn about the sound it makes and how our
mouth looks when we say its sound. We are also going to be expert
detectives by the end of the lesson and we will be able to easily find
the o = /o/ sound in many different words.
2.
"How
many of you have ever been to the doctor? When you went did you
have to open your mouth and say /o/ while he stuck something in your
mouth and looked down your throat? I have too. Can everyone
say that? Good. Now when you say it, turn to your
neighbor, pretend you are the doctor, and press your thumb in front of
their mouth like this (as if their thumbs were tongue depressors). This
sound is very special because it has a letter that is its friend and
almost always travels with it wherever it goes (Present to them a
picture of the capital and lower case "O." "Can you say
"/o/?" (dramatized and drawn out) When you say /o/ I want you to
think about what your mouth is doing. Can you see what mine is
doing when I say /o/?"
3.
"There
are many words with the sound /o/ sound – dramatized and drawn out – (o
= /o/). I would like for you all to listen to what I say and
when you hear the /o/ sound press your thumb as if you are the doctor
looking down your patient's throat. Are you ready? – "Officer
Ollie Octopus offers operator Octavia Ox an octagon in October."
(stressing/ dramatizing the o = /o/ in every word.) To
teacher: Now take the tongue twister out that was written
down (on chart paper, sentence strips or on the board) and show it to
them in written context. Now let's all say it together like I
just did (dramatizing the /o/ sound). Good job. Now we are
going to try something a little different. Let's take off
the o = /o/ sound as we say the tongue twister." To
teacher: Point to the words as children say the tongue
twister. "Good job – I heard a lot of you at the doctor
getting your throat checked."
4.
"Now I
would like for you to take out your paper and pencil so we can write
the letter that makes the /o/ sound ourselves. Let's try the
capital O first but before you do it alone, I want you to watch me
(model for the students on chart paper with lines or on the board with
lines) – Everyone remembers how to make a 'C' like this: Start
just below the rooftop, go up to touch it, around and down through the
fence, down to the sidewalk, around and back up. Well to make an
'O', you do the same thing (model a 'C' again except this time explain
that when you close it, it makes an 'O') Good job boys and
girls! It looks like all of you have made this letter
before. What shape does this look like? Does it look like a
square? That's right. It doesn't look like a square, It
looks like a circle. Now let's try the lowercase o – Start just
below the fence, go up to touch it, around and down to the sidewalk,
around and back up to close it. It looks just like the capital O
except it is smaller. Now you practice the capital O – that is
the big one – on your paper. I will be walking around if anyone
needs help. Now practice the lower case o by yourselves on your
paper. Excellent, excellent job boys and girls!!
5.
Pass out
the cards with the picture of the child at the doctor (the o =
/o/ cards) to each child. "There are many words with the /o/
sound in them. When I say a word with the /o/ sound in it, I want
you to raise the card with the picture of the child at the doctor and
open your mouth like the doctor is looking down your throat. If
you do not hear the /o/ sound, I want you to close your eyes and touch
your nose. To teacher: say these words: eggs,
umbrella, octopus, pig, Ollie, dog, apple, pots. To teacher:
observe students' answers. "Good job boys and girls! You
really know this sound! Now, I wonder if any of you can
tell me some words with the /o/ sound in them. (Record children's
answers on chart paper with lines or on the board with lines as the
students respond) discuss their answers. Excellent, excellent job
boys and girls!!
6.
Now I am
going to show you how to listen for the o = /o/ sound in words
to figure out what the word says. The word mop = /m/ /o/
/p/ (on the board or overhead) with the letters for a letterbox lesson
(letters m, o, and p). I see
the letter that makes the /o/ sound so I am going to pull that letter
down. (Pull letter and place it below the original word.
Now I see the m = /m/ sound so I am going to pull that down.
Now I have m = /m/ and o = /o/. What do we have
left? That's right, the p = /p/ sound. Now I have
the m = /m/, o = /o/, and p = /p/.
When we put them all the sounds together, we get the word mop = /m/
/o/ /p/ = /mop/. Now I want you to try to make the words that I
say. (I am assuming the children have already had practice with
letterboxes before.) Pass out the letterboxes and letters to the
children. Remember to face the lowercase letters face up.
Model a letterbox with the word /mop/ then /pop/. Now I want you
to practice. Take out two letterboxes. Is everyone
ready? Make the word on. Now the word oz.
Great job!! Now take out three letterboxes. (One by one) – make
the word dog, sob, rot. Let's try four letterboxes.
Make the word clog, blob, stop. Now let's try five
letterboxes. Make the word frost, blond. Great job
everyone. Now I am going to make some words on the overhead and I
would like you to read them out loud. (Make the words mop,
dog, oz, sob, clog, on, pop, stop, rot, blob).
7.
Read the
story Tog the Dog by Colin & Jacqui Hawkins and discuss the
story with the children. "I am going to read the story Tog
the Dog by Colin & Jacqui Hawkins. I want you to listen
as I read and when you hear the sound o = /o/ I would like for
you to press your thumb like you are the doctor looking in your
patient's throat. Have a copy of this book for each child.
After the teacher reads the story, the children are to read to their
partner and listen for words with the o
= /o/ sound. Each child will share their findings with the class
after reading.
8.
I will
assess the children throughout the lesson by observing the answers to
questions I ask and by walking around as children work – making
anecdotal notes. I will also have children play a sorting game/
review game with various pictures. I will review the names of the
pictures so children will not be confused by them, then the children
will sort the pictures and put them under the main picture that has the
same phoneme in its word. I will assess children (with anecdotal
notes) as they play the review game
Bennett,
Shelley - Open Wide! - http://www.auburn.edu/rdggenie/discov/bennettbr.html
Mink, Shay - Aaaa! Being
Happy! - The Reading Genie -
http://www.auburn.edu/rdggenie/openings/minkbr.html
Walton,
Christen - The Baby's
Crying...Aaah! - The Reading Genie -
http://www.auburn.edu/rdggenie/elucid/waltonbr.html
Williams, Rachel - Rub a Dub
Dub - The Reading Genie -
http://www.auburn.edu/rdggenie/discov/williamsbr.html
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Questions or Comments? e-mail Milissa King