Now say /o/!
Rationale: This lesson teaches children the correspondence o = /o/. The goal for the students are for them to be able to read, and to reach that goal the students must learn to recognize words, spell them, and be able to successfully read them. This lesson will lead them to accomplishing this goal and understanding the correspondence. They will use a meaningful representation, saying o at the doctor's office for them to look in your throat. The students will also spell and read words that contain this spelling. It will consist of a letterbox lesson followed by reading a decodable book that will focus on the o = /o/ correspondence.
Materials: Each student will have: a cover up critter (tool used to cover up letters to decode words), letterboxes, letter tiles, list of the words on pieces of paper, the decodable text: Doc in the Fog. There will be one enlarged picture of the child at the doctor (the above picture), worksheet (pictures that contain short /o/ and words without)
1. Say: "Raise your hand if you want to become a great reader! To do this we have to learn the code that teaches us how to pronounce words. The sound that we are going to learn today is the short o sound. Its name sound like /o/. Have you ever been to the doctor with a sore throat and had to open your mouth for them to look at it? The sound that we make for them when we do that sounds like /o/. That is what we are going to think of when we see and pronounce the short o.
2. Say: "It is easier for us to understand a sound and learn how to spell it when we can identify it in certain words. Lets practice finding the /o/ sound in some words. We are also going to find out which way our mouth moves as we pronounce the sound to help us find out if it has the sound that the short o makes. When we pronounce the short o sound, our mouth opens up and makes a big O shape and our tongue touches the bottom of our mouth. We're going to see if we hear the short o sound in different words. I'll show you how to do it first and then let your try. The word is mop. I can tell that my mouth opens up wide and I hear the short o sound just like when we're at the doctor. I want you to try a few now. Give me a thumbs up and a short o sound if you hear it and a thumbs down if you don't. Is short o in hug, plot, chop, play, snow, crop?
3. Say: When we want to spell the short o all we have to do is put an o. An o will be displayed on the board. What do I do if I want to spell the word stop? When I’m in a car I stop at the red light. Stop in this sentence means no longer moving. Now I'm going to try to spell it in letterboxes. I am going to sound it out by stretching it to find out how many phonemes are in the word. /s/ /t/ /o/ /p/. I can tell that I am going to need four letterboxes because I hear four different sounds in the word stop. I am going to put my /s/ phoneme in one box. The next sound I hear is the /t/ sound. T makes the /t/ sound so I’m going to put a T in the next letterbox. The next sound I hear is my short o like I am at the doctor, so that is the next letter I will put in the next letterbox. My last sound that I hear is /p/ so I need to put a p in the last letterbox. I can now see that I have now spelled stop by sounding out all of the letters and finding their phonemes. The letterbox helps me make sure that I can hear each different sound, and the letters that go along with it.
4. Say: The next thing that we will do is let you spell some words. You will need three letterboxes for this word. The word is hop. "The bunny rabbit loves to hop." Time will be given for the students to work independently. I will then go over each sound that the students hear. I will show how I put the letters in the boxes on the board. You will need three letterboxes for the next word. The next word we will spell is shot. "He shot the last goal to win the game." I will walk around the room and observe as the students are working on spelling the different words. One student will get up and share with us each sound that they heard and where they put the letters in the letterboxes on the board. Each student will check his or her work as I walk around and observe. You need five letterboxes for the next word. The next word is strip. Before starting to spell the word, I want each of you to practice saying the word. Are you able to hear our short o doctor sound. Students will respond. I will explain that we will not use the short o then. We will have to come up with another vowel to use. Students will be given time to spell the word with their letterboxes. You will need four letterboxes for the next word. The word is slot. "My piggy bank has a slot for change." Allow students time to work independently. After students complete it, we will work cooperatively to explain each different phoneme in the word pocket.
5. Say: I will explain that sometimes it is more difficult to figure out the phonemes in each word. We all have to take our time to sound and stretch each word out so that we can fully understand each sound that the words make. Sounding and stretching these words out will make it easier for us to learn how to spell the words.
6. Say: Now you will read each word that you have already spelled. Sometimes we come across some really tough words, but there is an easy way to help us read them. I'll show you how. My word that I am going to read is blotch. I will start off by seeing that I have my short o vowel in the middle of the word. I will practice saying it. I will then at the b which says /b/, the l, and my short o together to make /b/ /l/ /o/. I know that t makes the /t/ sound so I can add that as well. I know that ch makes a /ch/ sound. Now I can blend all of the letters and sounds together to read the word blotch. Now we will look at the words we spelled earlier and practice reading them. We will all read them together, and then practice one at a time.
7. Say: Now we will look at a story named Doc in the Fog. Ya'll have been doing a great job finding words with our short o. This story is going to help us even more with that. The story is about a wiz who loves to do magic and change things. We can see from these first four pages the many different things that the wiz changes. I wonder if something bad goes wrong with his magic or everything changes like he wants it to? We'll have to read to find out! Students will read the story with their table teams. Once the students have read the story we will read it again and will talk before you turn on each page to practice comprehension.
8. Say: We can see that the wiz had a little bit of trouble and disappeared himself! We were able to practice our short o sound throughout the whole story. Can someone give me an example word in the story with short o? Each student will be given a chance to talk. After we complete everything with the story, the students will complete a worksheet that has pictures of different items. Each student will have to circle the pictures that contain the short o sound. They will also come to the teacher to read a list of words with and without short /o/ sounds. She/he will assess their ability to identify short /o/ in words.
Images from google for assessment
"Jog Through the Fog" by Lindsey Stewart http://www.auburn.edu/academic/education/reading_genie/invitations/stewartbr.htm
Doc in the Fog by Sheila Cushman
“/o/ I feel so sick!” by Katie Pendergrass http://www.auburn.edu/%7Ekfp0003/pendergrassbr.htm
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