Ahh! Now That's Refreshing!
Beginning Reading Lesson
Rationale: This lesson teaches children about the short vowel correspondence
o = /o/. It is important for students
to learn the correspondences between sounds and letters and recognize spellings
that map word pronunciations in order to decode words. In this lesson children
will learn to recognize, spell, and read words containing the correspondence
o. The will learn a meaningful
representation, a man saying, "Ahhh" after having a cool drink on a hot day, and
will spell and read words with this correspondence in a Letterbox lesson. They
will also read a decodable book that focuses on this correspondence.
Materials:
1.
Graphic image of a man
drinking a cool drink
2.
Cover up critters
3.
Whiteboard or smartboard
Elkonin boxes for modeling
4.
Individual Elkonin boxes for
each student
5.
Letter manipulatives for each
child : a, b, c, f, k, l, m (2), n, o, p, r, s, t
6.
Magnetic or smartboard
letters for teacher : a, b, c, f, k, l, m (2), n, o, p, r, s,t
7.
List of spelling words on
poster to read: 2- on, in; 3- rock, mom,
lock, bat; 4- stop, flop
8.
Decodable text:
A Hot Spot
9.
Assessment Worksheet
10. Assessment Word List: pop,
cog, hot, dob, prom, flock
Procedures:
1.
Say: In order to become the
best readers, we need to learn the secret code that tells us how to pronounce
words. Today we are going to crack the code for the letter
o (write the letter on the board).
Sometimes the letter o makes the
sound /o/, kind of like when I take a sip of a refreshing drink on a hot day
(show graphic image). Have you ever been really thirsty and then taken a gulf of
a drink? Did it make you say "ahhhh"? That is the same sound the letter o makes.
Can we all say /o/ together? While you
say it, pretend you're drinking a nice cool drink on a hot day with your hands
and mouth. We will learn all about this letter today, including the sound it
makes, what it looks like, how to write it, and how to read it!
2.
Say: Before we learn how to
spell /o/, we need to listen for it in some words! When I listen for /o/ in
words, I hear the sound coming from the back of my mouth, and my mouth is wide
open in an "O" shape! Our tongue
stays still. Practice saying /o/ a few times using your cold drink! Let me show
you how to find it in a word first: top.
I felt my tongue be still and my mouth open wide. There is a short
o in
top. Now I'm going to see if it's in
school. Hmm, I didn't make a sound like I just had a refreshing drink, and
didn't open my mouth wide. Now you try. If you hear /o/, put your hand to your
mouth like you're drinking your cool drink. If you don't hear /o/ then leave
your hands on your desk. Is it in mop,
bet, flop, hot, cap? Now listen to this silly tongue tickler for the /o/
sound made with o! (Say the tongue tickler "Oliver had an operation in October,
and Oscar gave him an octopus.")
Now let's all say it together! Awesome job! Now let's see what words in our
tongue tickler have the /o/ sound in them. We're going to read it very slow and
drag out each word to see if it has /o/! O-liver had an o-peration in O-ctober,
and O-scar gave him an o-ctopus. Great job!
3.
Say: Now let's look at the
spelling of /o/ that we'll learn today since we know how it sounds. Let me show
you how to write the letter o, which
makes the sound /o/. (Write it on the board for all students to see). Start at
the fence, and curve it down like a little c to the sidewalk, then make another
curve from the sidewalk up to the fence on the other side, like this! It should
look like a circle! Practice this a few times on your paper. Remember to start
at the fence line. Fantastic!
4.
Say: Now we are going to use
our letter boxes to spell words with the /o/ sound, but we will also review some
words with the other vowels we have learned. This will help you pick out the
words with the /o/ sound. (Pass out the letter boxes and letter tiles) Remember
we use the letter o to represent the
/o/ sound! I will show you how to use these first. What if I want to spell the
word rock? "I found a new rock for my
collection." To spell rock in the
letterboxes, first I need to count the phonemes. Let's see,
r-o-ck, three! That means I need to
use three boxes. I know I heard the /o/ sound in there, so I will need to use
the letter o. The first sound I hear
is /r/, the word starts with r, so I
am going to put it in my first box. Then I heard /o/ so I will put it in the
second box. Let's say the word again slowly to stretch out the sound:
rrrrooooccckkkk. I think I heard /ck/ at the end so I will put a
c and a
k in the last box. Now, I want you to
try some! When I call out a word, I want you to put the letters in your boxes. I
will tell you how many boxes you need for each word, and will be coming around
to see if you need any help. I am
going to start out easy with two boxes for
on. I am standing
on the ground. What should go in the
first box? (Respond to student's answers). What goes in the second box? Good!
Here's another easy one, in. I like
to swim in my pool. Make sure you
check to see if you need to put an o
in the word! (Observe progress). I didn't hear the /o/ sound in the word
in, so it should not be in your
letter boxes. Remember, some words will be review. You'll need three letterboxes
for the next word, and remember to listen for the /o/ sound. Here's the word:
mom. I like when my
mom bakes me cookies. (Allow children
to spell word). Time to check your work. Watch how I spell it in my letterboxes
on the board: m-o-m and see if you've
spelled it the same way. Try another with three boxes:
lock; I need to
lock up my bike when I come to
school. (Have a volunteer spell it in the letterbox on the front board for
children to check their work, and repeat this step for each word.) Next word:
bat. Do we hear the /o/ sound? Which
sound do we hear? Now let's try 4 letterboxes, or 4 phonemes:
stop; My dad said to
stop jumping on my bed. One more:
flop; I went
flop on my bed when I kept jumping.
5.
Say: Let's write some of the
words we just spelled on the board! I want you to read them to me as a class
when I point to them. If you hear the /o/ sound, pretend you are taking a sip of
your cool drink! I will show you how to do this first, and then we will do it
together. (Write the word sock on the
board.) I see the o in the word,
which I know says /o/. I am going to use
my cover-up to get the first part. It starts with /s/. Then it ends with /ck/.
Now let me blend it s-o-ck… oh,
sock! (Pretend you are drinking your cool drink as you say it). I am wearing
a sock on my foot! Now it's your
turn! (Write the words from the letterboxes on the board, along with a few new
words.) Great job!
6.
Say: Now we are going to read
a book called A Hot Spot since you
have all done such a good job reading and spelling words for
o=/o/. This is a story about a boy
named Tim who just wants a cool drink on a hot, hot day. But, there is a pig in
the way! Read the story to find out what happens. I want you to whisper read
this story to yourself. (Walk around the room monitoring progress. After
individual reading, the class reads the story aloud together, stopping between
pages to discuss the plot.)
7.
Say: That was a fun story!
What happened to Tim in the end? Before we finish up with our lesson, I want to
see how you can pick out some words with /o/ sounds in them! Color in the words
and pictures with the short /o/ sound in them. I will call you up individually
to read some words with /o/ sounds!
8.
Assessment: I will have a worksheet with
words and pictures where some words will have the /o/ sound and some will not. I
will instruct student to color in the words and pictures with the short /o/
sound in them. While the students are completing this, I will have each student
come up individually and read me a list of words and pseudowords with the short
/o/ sound. This will be a good assessment to see if they can decode words with
the short /o/ sound.
Resources:
Murray,
G. (2004) A Hot Spot. Reading Genie:
http://www.auburn.edu/academic/education/reading_genie/bookindex.html
Johnson,
Holly. "Open wide and say Ahhh!"
http://www.auburn.edu/academic/education/reading_genie/awakenings/johnsonhbr.htm