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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.The goal of this lesson is that children will learn to recognize, spell, and read words containing the short vowel o, learn a meaningful representation (o says ahhh), ability to spell and read words containing o spelling in a letterbox lesson, and read a decodable book that focuses on the correspondence o=/o/.
Materials:
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Image of the boy saying ahh
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Cover up critter
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Whiteboard with tongue tickler
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Letter boxes
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Letter manipulatives: b,c,d,f,g,h,I,k,l,n,o,p,r,s,t
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List of spelling words on notecards: pot, hop, dog, trot, cross, block, strong, and blond
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Decodable book, “A Hot Spot”, By: Geri Murray, 2006.
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Short o worksheet
Procedure:
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Say: Reading is like cracking a code that tells us how to pronounce words. We have already cracked the code for some of the short vowels by learning that a = /a/, e = /e/, and i = /i/. Today we are going to continue to learn about short vowels by focusing on the short vowel correspondence o=/o/. When I think of /o/ I think of a person opening up their mouth in an o shape saying “ahh” for the doctor (show image).
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Say: Before we learn about spelling words with /o/, we need to review how to recognize the sound in words. When I listen for /o/ in words, I hear the person say “ahhh” and by the movements my mouth makes when I say words with /o/. When I say /o/, my mouth opens, and air comes out. Let’s all say “ahh” like we’re at a doctor’s office. (demonstrate saying ahh). We can hear the “ahhh” sound and feel our mouths open and air come out. Now we are going to practice recognizing the sound /o/ in words, do we hear o=/o/ in hot or hit. I heard “ahhh” and felt my mouth open and air come out when I said hot, but not when I said hit so there is a short o in hot. Now let’s practice how our mouth moves when we hear o=/o/ by stretching out the phoneme with a tongue tickler. (show whiteboard with tongue tickler and have students repeat after you and say the tickler together). Everyone repeating: “Ooooliver had an ooooperation in Oooctober.”
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Say: Now that we have reviewed how to find /o/ in spoken words, we can look at its spelling using letterboxes. What if I want to spell the word frost? “Don’t forget to frost the cake.” In order to spell frost in letterboxes, first I need to know how many phonemes are in the word. When I stretch out the word strong I hear /f/ /r/ /o/ /s/ /t/, which is 5 phonemes, so we will need 5 letterboxes. I heard /o/ before I heard /s/ and /t/, but after I heard /f/ and /r/, so that means I will put /o/ in the third (middle) letterbox. Then I know the first letter is /f/ because I first hear /f/ then I hear /r/ so I put /r/ in the second letterbox. Now that I have my first three letters, I know the fourth and fifth letters are /s/ and /t/ because we can hear the /st/ consonant cluster at the end of the word. Now let’s read the word together stretching out the /o/. “Froooost.”
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Say: Now I am going to have you spell some words in the letterboxes. We’ll start with easy words that we only need three boxes. Let’s first spell pot. “I am going to cook something in a big pot tonight for dinner.” (Have students spell the word while reading the sentence). Can anyone tell me what goes in the boxes? (call on student). Great job that was an easy one. (Repeat this process with the following words: hop, dog, trot, cross, block, strong, and blond).
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Say: Spelling words is important because it helps us create a map for how to pronounce words when we read. For this next activity, we are going to read the words we spelled in our letterboxes. (Give students notecards with the words: pot, hop, dog, trot, drill, cross, block, strong, and blond).
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Say: Since you have all done such a great job spelling and reading words with /o/ I think it time to read a book called “A Hot Spot.” Remember to use your cover up critter if needed. This book is about a very hot day, and Tim gets an important job. But he runs into a pig! Let’s read to find out if Tim can finish his hot job. We are going to sit in a circle and do popcorn reading. Each person will read a sentence, and after you read a sentence you will call on a classmate, and then they will read one sentence. We will repeat this process until we finish this book. Remember to not call on the same person every time because we want to make sure that everyone gets a chance to read. (observe reading progress and give any assistance needed).
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Say: That was an exciting book! What was your favorite part? (call on a few students). Before we finish up our o=/o/ lesson, let’s do a worksheet to see how much we have learned. Write the missing letter for each word. Once you write your letter, read the word to make sure you put the right letter. This worksheet has some review words and some tricky words. When your finished bring me your worksheet so I can review your answers with you.
References:
Paige Muller- “Yawning with short O”
http://pkm0005.wixsite.com/teacherwebpage/beginning-reading
Worksheet:
https://www.superteacherworksheets.com/phonics-cvc/missing-letters-o.pdf?up=1466611200
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Image:
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