The Doctor Says “Say aaaaahhhhh”
Beginning Reading
Rationale:
For
students to become successful readers they must learn the important vowel
correspondences. This lesson will help children identify /o/ and the phoneme
represented by o. Students will learn to recognize /o/ in spoken words by
learning a meaningful representation (sound you make when a doctor looks down
your throat), practice finding /o/ in words, read short /o/ word in letter boxes
and further their skills with reading
Under the Big Top and an assessment sheet for further practice.
Materials:
Teacher supplies:
·
small whiteboard (with
permanent primary paper outline on it)
·
expo marker
·
eraser
·
Poster board with tongue
tickler written on it
·
List of words: Frog, stop,
mop, tip, fog, bed, trot, moss, bat
·
highlighter
Supplies Per student:
·
1 popsicle stick
·
2 sheets of primary paper
·
2 pencils
·
Letter boxes and Letters: f,
r, o, g, s, t, p, m, I, b, e, d, t, r, s, a
·
Copy of
Under the Big Top
·
Paper with tongue tickler
printed on it
·
Highlighter
Procedures
1.” In
order to become expert readers we need to learn the secret code that tells us
how to pronounce words. Today we are going to work on the short vowel o, like in
the word top. When I think of o I think of when I go to the doctor. My doctor
always says “say aaahh” and he sticks a Popsicle stick on my tongue and then I
say “aahh”. [Show graphic image]
Let’s try that together. Everyone get your Popsicle sticks and place it in the
middle of your tongue {model for students} now let’s say “aaahh”. Great job
guys. Let’s try that a few more times. Now let’s try it without the Popsicle
stick, good job! Today we are going to learn the special sound that o makes,
what it looks like, how to write it, how to hear it whenever we talk, and how to
recognize it whenever we read.”
2. “We
spell o with the letter o. Let’s see if we can find o in this tongue twister.
{Display poster board with tongue twister}. “We like to hop on top of Pop.”
{Hand out tongue tickler paper and highlighter to students] Let’s look at this
again together. Raise your hand if you see a letter O in this tongue tickler.”
[When the student points out an o they are supposed to say the sound the letter
o makes and then say the word. Next the whole group would highlight the letter o
they just pointed out. This is continued until the all the letter o’s are
recognized. Then the tongue tickler is read again by the whole group.
3. “Now
that we know what o sounds like let’s write it. [All students get paper and
pencil ready] This is how we write the letter o [demonstrate on whiteboard while
giving verbal directions]. "Start just below the fence. First write a little c
then close it up. Now let’s try writing o. I am going to show you guys how to
write it one more time, watch closely. [Demonstrate again] After I check your
paper and tell you that you've done it right I want you to write ten more
perfect o's like the ones you just did.”
4. "Now
we are going to use out letter boxes to spell words with the /o/ sound, but we
will also review some words with other vowels so we can hear and see the
difference in these vowels and the short o vowel. Before we start let’s make the
o sound a few times. Good job.” [Pass out the letters and boxes needed] “What if
I want to spell the word mop? "My mom
makes me mop." To spell mop in letterboxes, first I need to know how many
phonemes I have in the word so I stretch it out and count: /m//o//p/. Now I know
I need 3 boxes. The first sound I hear is /m/, the word starts with /m/, so in
my first box I'm going to put a m. Next I heard that /o/ right after the /m/ so
I'm going to put an o in the 2nd box. Let's say the word again slowly stretching
out the sounds. Mmmmoooooooppppp .I think I heard /p/ at the end right after the
/o/ so I'll put a p right after the o to end my word. Now, I want you to try
some. As I call out a word, I want
you to put the letters in your boxes. If you need help raise your hand and I
will help you. Remember to
count the phonemes so you will know how many boxes you need.”
5. Now,
I am going to write some of the words we just spelled with our letters on the
board. I want you to read them
aloud to me together. If you hear
the “aaahhh” sound in the word, I want you to give me thumbs up and if you don’t
hear it I want you to give me a thumbs down. Let’s practice a word together.
[Write the word log on the board].
This word says, mop. See how our o
is in the middle. This says /o/.
It starts with /m/ and ends with /p/.
Put it all together and this says mop.
(Thumbs up). Now you try.
[Write the words from the letterboxes on the board].
6. Next
I will have the students to whisper read the book,
In the Big Top while I observe their
reading. "This book is about a family who wants to go to the circus.
They want to bring a lot of things and a lot of people to the circus with
them, but they only have one little car to get them there. Can everyone and
everything fit? Will they make it to the Circus?” After the students have
finished reading the book I will have them go back and pick one word from each
page that has the o sound and write it on their second sheet of primary paper.
7. For
the assessment I will pass out a worksheet that requires them to have
understanding of the letter o sound to complete successfully. I will also use
their activity they did with the book In
the Big Top, to further assess their knowledge of the sound o.
References:
Murray,
Bruce. Teaching Letter Recognition.
http://www.auburn.edu/rdggenie/letters.html
Leslie
Sidwell O'Neal. Hop on Pop - Short 'o'.
http://www.auburn.edu/academic/education/reading_genie/openings/onealel.html