Ahh That Feels Good With Short O
Beginning Reading Design
Rationale: For students to be able to comprehend what they are reading, they must first become fluent readers. Accurate decoding equals fluent readers. Vowels help make up every word, so therefore an important skill of decoding is being able to decode vowels. Why should we learn short vowels first? Short vowels only consist of one letter, so it is more beneficial to learn short vowels before long vowels because long vowels consist of two letters. This lesson focuses on the o=/o/ sound which will enable students to gain a better understanding of the short o sound by learning a meaningful representation (giving yourself a massage, ahh that feels good), a LBL, group reading, practice worksheet, and printing practice.
Materials:
Image of kid saying ahh for the doctor, Tongue Twister on board: Oliver the octopus loves operas, Letter boxes, Class set of letters: b, c, f, g, h, k, l, o, p, r, s, t. Word list: cob, hot, lock, crop, slop, frog, and block. Doc in the Fog by: Sheila Cushman, worksheet, Primary Paper, and Pencils.
Procedures:
1. Okay class remember last week we studied i=/i/. Lets see what you remember…now carefully listen, as I say a word pretend like you are scratching something that itches every time you hear /i/. bid, bed, jig, bat, big, pig. Good Job!! We heard the /i/ sound in bid, jig, big, and pig. Now we are going to talk about the short /o/ sound.
2. Now everyone put your hands on your shoulders and give yourself a massage (model). Lets put this sound with it ahh that feels good! (Model the sound with students). Have you ever made that sound when something feels good like a massage? Yes? Well that is the sound the vowel short /o/ makes. Do you all hear /o/ in log or bag? I hear the ahhh /o/ sound in log not bag. Now everyone try….Do you hear ahhh or /o/ in plot or plat? Good Job, plot says ahhh. Say the word plot with me again, while this time giving yourself a massage when we hear the ahh sound in plot. Good job !
3. It is time for a silly sentence, now all of you repeat this tongue twister after me: Oliver the octopus loves operas. Your turn…. Awesome!!! This time stretch out the /o/ sound ahhh. OOOOliver the ooooctopus loves oooperas. Good Job!! Now I am going to call on a few of my good listeners to help me out. (Call on a few students to come up to the board and circle the correct word that says ahhh).
4. Everyone did a fantastic job!! It is now time for our letter box lesson. (Draw the correct letterboxes on the board so the students can follow along the first time) Can everyone get out your letterboxes please? Thank you! I am going to spell the word cob. “Sam ate corn on the cob for dinner.” The cob is the middle hard part where the corn is attached. All right, I hear ccc-ooo-bbb that is three sounds, correct? That means what? Right! I need three boxes for each letter. C-c-c that means c goes in the first box. O-o-o that means o goes in the second box. Now the b-b-b sound of letter b goes in the third box (write the word on board after you have spelled it). Now everyone get three boxes ready and spell the word fox for me (continue on using the words hot-3, lock-3, crop-4, slop-4, frog-4, and block-4). After you spelled each word within your letterboxes, write them on your primary paper. Next we will read them. As the students spell the words the teacher will assess by walking around and visually noting every student’s progress throughout the lesson.
5. Say: Now I am going to let you read the words that you have spelled. Watch how I read this word (show slop on the board), before I read the word I am going to take my cover up critter and cover up all the letters except the first letter, s. I know s=/s/. Then I uncover the second letter l. So I have /s/ /l/. Now, I move my cover up critter to show the third letter, o. I know that o=/o/ like the sound you make when the massage feels good. Finally, I move my critter to reveal the entire word, I see p and know that p=/p/. Now I will blend all my sounds together: /s/ /l/ /o/ /p/. Slop the word is slop! (Show the words: cob, hot, lock, crop, slop, frog, and block. Have students read words together, and then call on students individually to read one of the words from the list until everyone has had a turn.)
6. Alright, now every pick a partner. I want you and your partner to take turns reading the story Doc in the Fog. This book is about a wizard named Doc. Doc uses his magic to turn a mop into a doll, a doll into a top, a top into a box, a box into a dog, and last but not least a dog into a pot. Then all of a sudden the pot starts making a green smoky fog and Doc taps the pot. What will happen to Doc? We will read to find out! Make sure you are taking turns, while your partner is reading I want you to write the letter o every time you hear your partner say the /o/ sound. After you both have read, count the number of circles that each of you have. Make sure you count carefully both of you should have the same amount of o’s. (After group reading, the class rereads Doc in the Fog aloud together, and stops between page turns to discuss the plot.)
7. Lastly, I will provide students with primary paper where they will write a message about if they were a wizard, what would they do first? At the same time I will provide students with a worksheet where they will exercise finding the /o/ sound ahhh by matching pictures that make the /o/ sound (assessment). While students write their message and complete the worksheet, I will call students up to my desk individually to read pseudowords containing the /o/ sound. (som, crom, dom, shon)
References:
Cushman, Sheila. Doc in the Fog. Educational Insights, Carson, CA (USA), St Albans, Herts (UK). 1990.
Malorie Hester. Say ahhh https://sites.google.com/site/mshesterslessons/beginning-reading-lesson
Worksheet: http://www.enchantedlearning.com/alphabet/matchwordsandpix/shorto/
Back to handoffs: http://www.auburn.edu/academic/education/reading_genie/Handoffs.html