Cool Down With Aaaaaahhh!


Beginning Reading Lesson

Haley Wilson


Rationale: This lesson teaches children about the short vowel correspondence o = /o/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing short o. They will learn a meaningful representation, "ahhh, cooling off after being outside and wiping forehead), they will spell and read words containing this spelling in a Letterbox lesson, and read a decodable book that focuses on the correspondence o = /o/.


Materials: Graphic image of man cooling off; cover-up critter; smartboard with "Write on Phonics" app; list of spelling words on poster; decodable text: Doc in the Fog, and assessment worksheet



1. Say: In order to become expert readers we need to learn the code that tells us how to pronounce words. We have already learned to read short vowel words with a, our crying baby, with e, our creaky door and with i, our icky i, and today we are going to learn about short o, which sounds like someone who comes inside for a drink of lemonade after being in the hot sun, and wiping off their forehead. "Ahhhh, time to cool off!"  (Show graphic image and practice saying "ahhh" and wiping forehead.)


2. Say: Before we learn about the spelling of /o/, we need to listen for it in some words. When I listen for /o/ in words, I hear o say "ahhhh", and open my mouth up big like this. (Make vocal gesture for /o/.) I'll show you first: pond. I heard o say "ahhh" and felt my mouth bet big to make the sound (show big open mouth). There is a short o in pond. Now I'm going to see if it's in home. Hmmm, I didn't hear o say "ahhh" and my mouth didn't get big to say "ahhh". Now you try. If you hear /o/ say, "ahhhh" and wipe your forehead. If you don't hear /o/, say "that's not it." Is it in block, pants, strong, frog, click, grow? (Have children wipe forehead when they hear /o/ "ahhhh".


3. Say: Now let's look at the spelling of /o/ that we'll learn today. What if I want to spell the word stop? "Please stop pushing her." To spell stop in letterboxes, first I need to know how many phonemes I have in the word, so I stretch it out and count: /s/ /t/ /o/ /p/. I need 4 boxes. I heard that /o/ just before the /o/ so I'm going to put /o/in the 3rd box. The word starts with /s/, that's easy, I need an s. Now it gets a little tricky so I'm going to say it slowly, /s/ /t/ /o/ /p/. I think I heard /t/ so I'll put a t right after the s. Now I just have one empty box now. (Point to letters in boxes when stretching out the word: /s/ /t/ /o/ /p/.) The missing letter at the end is /p/ = p.


4. Say: Now I'm going to have you spell some words in letterboxes. You'll start out easy with two boxes for on. "Later, we can draw on the iPad!" What should go in the first box? (Respond to children's answers.) What goes in the second box? I'll check your spelling while I walk around the room. (Observe progress.) You'll need 3 letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for /o/. Here's the word: fog. "Yesterday, there was a lot of fog outside." (Allow children to spell words.) Time to check your work. Watch how I spell it in my letterboxes on the board: f-o-g and see if you've spelled it the same way. Try another with three boxes: lot, "There are a lot of children in our class!" (Have volunteer spell it in the letterbox on the front board for children to check their work. Repeat this step for each new word. Next word: Listen to see if this word has /o/ in it before you spell it: pet; I have a pet dog named Millie. Does this word need an o? Why not? Right, because we don't here o = /o/ "ahhh." pet has our creaking door /e/. (volunteer spells it on the front board.) Now let's try 4 phonemes: frog; the little frog hopped into the pond. One more then we're done with spelling, and this time you need five boxes: stomp; The boy got mad and began to stomp his foot. Remember to stretch it out to get this tough word.



5. Say: Now I am going to let you read the words you've spelled, but first I'll show you how I would read a tough word. (Display poster with frost on the top and model reading the word.) First I see an o, that says "ahhh." I'm going to use a cover-up to get the first part. (Uncover and blend sequentially before the vowel, then blend with the vowel.) /f/ /r/ =/fr/. Now I'm going to blend that with /o/ = /fro/. Now all I need is the end, /s/ /k/= /sk/. /fro/ +/st/= /frost/. Frost; that's it. Now it's your turn, everyone together. (Have children read words in unison. Afterwards, call on individuals to read one word on the other list until everyone has had a turn.


6. Say: You've done a great job and reading words with our new spelling for /o/. Now we are going to read a book called Doc in the Fog. This is a story about a wizard named Doc. Doc can use his magic to turn objects into other things! When Doc turns a dog into a pot, it is hot! How will Doc fix the hot pot? Will he use his magic or turn it into something else? Let's pair up and take turns reading Doc in the Fog to find out what the joke is. (Children pair up and take turns reading alternate pages while teacher walks around the room monitoring progress. After individual paired reading, the class rereads Doc in the Fog aloud together, and stops between page turns to discuss the plot.


7. Say: That was a fun story. What happened to Doc? Right, he disappeared into the fog! What did Doc do to things? He turned them into other things. Before we finish up with our lesson about one way to spell /o/, I want to see how you can solve a reading problem. On this worksheet, there are words with pictures. Each word has an o in it, but you need to decide which words have our cooling off "ahhhh" /o/. Color in the pictures of words with our cooling off "ahh" /o/ and put an X over the pictures that do not have our cooling off /o/. (Collect worksheets to evaluate individual child progress.)




Assessment worksheet:


Phonics Readers-Short Vowels-Short o- Doc in the Fog


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