Beginning Reading Design
Dog Named Spot
Rationale:
This lesson will teach the children about the short vowel correspondence o = /o/. For the child to read properly the child must learn to recognize spellings that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling short o. 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:
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Lined paper and pencil
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A large white board (or any other writing presentation board)
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A Letter box and the letters (d,g,m,o,p,r,s,t)
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A large poster board with STOMP written on it (as well as mop, dog, drop, spot)
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A cover-up-critter tool to hide letters
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Book featuring the short o sound: Doc in the Fog (link bellow)
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Worksheet (link bellow)
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Coloring utensils
Procedures:
1. Say: in order to become expert readers, we must learn all of the special sounds that make up words. Today we are going to learn about the short /o/ sound! We are currently in the month of October and October starts with today’s /o/ sound.
2. Say: before we can begin spelling words with short o, we must learn its sound. When we make the short /o/ sound our mouth opens with our tongues resting on the bottom of our mouth and we breath out. It kind of sounds like we are relaxing. Like “ahh that feels good.”
3. Say a word in slow motion to help the child find the /o/ sound. Teacher says: now let’s see if you can hear our new /o/ sound in some words! Let’s find the /o/ sound in the word fog. Let’s sound it out ff oo gg. Did you hear it? No? Let’s drag it out longer: ffff oooo ggg. Yes! There in the middle, our mouths opened up and we breathed out the /o/ sound. So we have found the /o/ sound in fog.
4. Say: Now let’s practice spelling out words with our /o/ sound. (Now write the short o on the board). How about we start by spelling the word mop? “I cleaned up my dirty mess with my mop.” I’m sure you’ve seen your moms use a mop before. 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/. So we need 3 boxes. I heard that /o/ just before the /p/ so I’m going to put an o in the 2nd box. The word starts with /m/, that’s easy; I need an m in the first box. Now to figure out the last letter in mop I am going to say it slowly, /m//o//p/. Let’s really stretch the last part of this word. (Point to letters in boxes when stretching out the word: /m//o//p/). I hear p at the end so I’ll put a p in the last box.
5. Now have the children get out their own letter boxes and spell out words in the boxes for themselves. Say: now let’s all practice! Let’s start with words with three phonemes, and therefore you should have three boxes in front of you (make sure all of the children only have three). Everyone try to spell the word dog, like what you might have as a pet. I will be checking your spellings as I walk around the room. Good, now let’s spell a word with four phonemes. Everyone make your letter box four boxes long. Your word this time to spell is drop, like when you drop something on the floor. (go around classroom and check their spellings. Now, let’s check to see if you got it correct. Watch me spell it on the board in my letterboxes: d-r-o-p. Let’s try one more word with four letterboxes. Spell spot! Like my dog has a spot. (after children spell it on their own, ask if there is a volunteer who wants to come up and spell it on the teacher’s board).
6. Say: Now I am going to let you read the words you’ve spelled, but first let me show you how I would read a tough word. (Display poster with stomp written on the top and model reading the word.) First, I recognize our special letter o. I’m going to use a cover-up critter to get the first part. (Uncover and blend sequentially before the vowel, then blend with the vowel.) /s//t/ = /st/ +/o/ = /sto/+ /m/=/stom/. Now all I need is the last letter to finish the word, /p/ = /stomp/. Stomp; that’s it! Now it’s your turn, everyone together. (Have the children read each of the words you have written on the poster board that they have already spelled out [mop,dog,drop,spot] As they read each of the words, have the children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.)
7. next, have the students get out lined paper and a writing utensil. Teacher: Let’s practice writing out the letter o. To write a lowercase o you start at the fence and make a circle down to the sidewalk and then back up. (model this on the white board). Now I’ll check to make sure each of you did it correctly, and once I have I want you to write the lowercase o ten more times. And to write an uppercase O you do the same thing, but you start at the rooftop and make a circle that touches the sidewalk and back up to the rooftop. I will now walk around and make sure everyone did it correctly, once I have seen your uppercase O, I want you to rewrite it ten more times.
8. To help the children practice their new skill of the sound /o/, let’s read a book. Today we will read the book Doc in the Fog! (link below) This book is about a wizard named Doc who uses his magic to change things. But he seems to be having a hard time creating the thing that he wants. What do you think he will create next? [as you read draw out the /o/ sound of the words with o in them]
9. Lastly, the teacher needs to assess each of the children to ensure that every child has grasped the /o/ sound. To do this hand out the worksheet (link found bellow) that will assess the child ability to write the o and match the word with the corresponding picture. Have the child color the pictures and write the word bellow that the picture of what is in the picture.
Resources:
Cry baby short “a”: Katie Caroline Bennett
https://kcb0031.wixsite.com/mysite/beginning-reading
Book: file:///C:/Users/Sarah/Downloads/Doc%20in%20the%20Fog.pdf