Open Up For The Dentist
By: Caroline Douglas
Rationale: This lesson teaches children about the short vowel correspondence for o=/o/. In order to read, children have to understand and recognize the spellings that map word pronunciations. During this lesson, children will learn to recognize and read words that contain the spelling o. Children will recognize the correspondence through opening their mouth wide like they would while their dentist cleans their teeth, saying “ahhh.” Children will spell and read words that contain this spelling in a Letterbox lesson and read a decodable book that focuses on the correspondence o=/o/.
Materials:
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Image of a child saying “ah”
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Cover up critter
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Letterboxes for modeling (one for each student)
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Letter manipulatives for each child: o, x, j, b, h, t, f, r, g, s, p, c, k, n, d, e
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List of spelling words for reading: (dock, dog, hop, frog)
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Decodable Text: The Dog and the Chick (by: Marguerite DeWitt)
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Assessment worksheet on Short O
Procedures:
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Say: “To become excellent readers, we must learn the code that tells us how to correctly pronounce words. We have already discussed the vowels a (like ‘a’ in bat) and e (like ‘e’ in beg). So today, we are going to learn about short o that makes the /o/ sound. When I say /o/, I think of a child opening their mouth wide and saying “ahhh” just like they would for their dentist while they are checking for cavities. (show image of this)
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Say: “Before we learn about the spelling of /o/, we need to listen for it in words. When I listen for /o/ in words, I hear an “ah” sound and my lips make an o shape (make a vocal gesture for /o/). Say: “See how my lips look when I say the word frog?” “I heard the “ah” sound because there is a /o/ in this word.” “Now let’s see if it is the word bat.” “Nope, there is no /o/ sound in the word bat, I did not hear the “ah” sound and my lips did not make the round o shape like it did with the word frog.” “Now you try, if you hear /o/ say “ahhh.” (Show the words top, bad, and rod) Have children say these words out loud to see if they hear the “ah” sound.
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Say: Now let’s take a look at the spelling of /o/ that we are going to learn today. To spell /o/, we start at the dotted line and make a circle that goes around and touches the straight line and then goes upward back to the dotted line. (Write an o on the board to demonstrate). If I wanted to spell the word dock, for example “Sarah walks on the dock,” I would need to know how many phonemes I have in the word. To spell dock in letterboxes, I would stretch out the word and count: /d/ /o/ /ck/, now we know that I need 3 boxes. This word starts with /d/, so we would need a d for the first letter box. I heard the /o/ right before the /ck/, so that means the /o/ goes in the second letter box. Now if we say the word slowly, we hear /d/ /o/ /ck/. I heard the digraph /ck/ at the end, so those letters would go in the 3rd and 4th letterbox, like this d o ck
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Say: Now you're going to spell some words in letterboxes. You will start with three boxes for the word dog. Who has a pet dog? Give time for children to respond and then get back on track and ask them “What letter should go in the first box?” Letter children answer and then ask them “Now what letter goes in the second box?” Make sure to check their progress and make sure that no one is confused. Check their work and continue on. The next word is similar, we will need three letterboxes again. Here is the word: hop. Give students a chance to spell it on their own and then say: Watch how I spell it in my letterboxes: h-o-p. Check their work. Now lets try a word that has 4 phonemes: frog, frogs are slimey. Give them a chance to spell frog on their own and then check their work.
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Say: Now I am going to give you a chance to read the words that you have spelled, but first I'm going to show you how I read a tough word. Show the word from earlier, dock, and model reading the word. The first thing that I notice, is that there is an o in the middle of this word. When I read this word, I hear /o/. Let’s use a cover-up to get the first part. (uncover and blend before the vowel, and then recover and blend with the vowel). /d/ /o/ = /do/. Now I’m going to blend the end of the word into the /do/ that we just did. Dock; now it is your turn. Give students a chance to complete this on their own and then call on students to read one word that we completed together.
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6. Say: You have done a great job reading and spelling words with our new spelling for o=/o/. Now we are going to read a fun story called “The Dog and the Chick!” This is a story about a DOG that finds a ROCK and investigates it. He ends up discovering that the ROCK wasn’t really a ROCK, it was an egg, that hatched into a chick! Pair students up and make sure they take turns reading alternate pages while walking around the room monitoring their progress. After everyone is done we will come back together as a class and I will read “The Dog and the Chick” all together as a class, stopping in between pages to point out what happened.
7. Say: What a good story! (ask the class what the dog found) (A rock! That turned into be an egg with a baby chick inside) Everyone did so well today, to wrap up our lesson we will complete this worksheet that reviews the o=/o/. Students will complete the worksheet.
Resources:
Image of Child saying “ahhh”:
http://images.clipartpanda.com/dental-clip-art-KTj8KbGTq.gif
Decodable Text:
The Dog and The Chick - by: Marguerite DeWitt
http://wp.auburn.edu/rdggenie/home/geniebooks/teacherbooks/
Worksheet:
https://cdn.education.com/worksheet-image/124738/short-sounds-color-puzzle-phonics.png
Lesson Plan Reference:
