Beginning Reading Lesson


                                                    
                                                     Say, Ahhhhhhh
                                                     Beginning Reading Design
                                                                  Malorie Hester

Rationale:

Students must first become fluent readers in order to maximize their skills concerning comprehension. To become fluent reader’s students must learn to become accurate with decoding. An essential skill for decoding is the ability to decode vowels.  A vowel is always present in every word. Since long vowels are made up of more than one letter short vowels majority of the time then they more beneficial when they are taught first. This lesson focuses on the o=/o/ sound which will enable students to gain a better understanding of the short o sound and in turn they will be able to decode its sound easily.

 Materials:

The Tot In the Pot by: Lila Henderson

*Letter boxes

*Class set of letters including (p, o, l, g, r, c, k, d, t, f, b)

 * Tongue Twister Poster: The octopus and Oliver went to the opera in October.

*Primary Paper

*Pencils

 

 

Procedures:

1.     Teacher will introduce the lesson by telling students that today we will continue to work on vowel sounds which will help us become better readers. Remember how last week we studied i=/i/. Now we want to see how much you all remember. Now carefully listen, as I read this sentence pretend like you are scratching something that itches every time you hear /i/. The icky, sticky igloo can itch on the inside. Now lets talk about short /o/ sounds.

 

2.    Have any of you ever stuck out your tongue? Lets stick out our tongues as far as we can with our mouth open. A doctor might even ask you to make this sound (Model the sound with the students). Good. Now do you hear /o/ in fog or tag? I hear the ahhh /o/ sound in fog not tag. Now it is your turn? Do you hear ahhhh or /o/ in glob or glad? Good Job, glob is right. Say the word glob with me one more time, lets open our mouths wide and close our eyes when we hear the ahh sound in glob.

 

3.    Now I want all of you to repeat this tongue twister after me. The octopus and Oliver went to the opera in October. Now it is your turn. Excellent. Now on this next time we will really streeeetttch the /o/ sound out. Great Job. Now I will call on a few of my good listeners who want to learn more about reading. They will come up and help me with something fun! (Call a few students up and allow them to underline one of the words that has the /o/ sound in it).

 

 

4.    Great job everyone. Up next, we will begin our letterbox lesson. Draw the correct letterboxes on the board so the students can follow the first time through. Can everyone get out your letterboxes? Very good. Now I am going to spell the word rob. All right, I hear rrr-ooo-bbb that’s three sounds, right? I must need three boxes for each letter. R-r-r that means r goes in the first box. O-o-o that means o goes in the second box. Now the b-b-b sound means that the letter b goes in the third box (write the word on the board after you have spelled it) I would now like all of you to get three boxes ready and spell the word dot for me (continue on using the words log-3, rock-3, drop-4, plot-4, frog-4, and glob-4). After you have spelled each of these words within your letterboxes, you should write them on your primary paper. We will read these next, after we spell them. As the students spell the words the teacher will be completing an assessment by visually noting each student’s attempts and progress throughout the lesson based off of their spelling.  

5.    Now each of you should pick a partner.  You and your partner should take turns reading the story, The Tot and the Pot. In this book, Tom has been sitting on a mat but realizes he can get it to go look at a pot. He crawls over to the pot but knows he may get in trouble. What is in the pot? Will he get in trouble if someone catches him? We will read to find out! Carefully takes turns, and as your partner reads 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. Count carefully and make sure that you both have the same amount. That way you know that you both counted the same amount of /o/ sounds. 

6.   After each student has had an opportunity to read the book with a partner, I will ask each child to complete a picture page where they should circle pictures with the same ahhhhh sound for /o/. While students complete this, I will call others up to my desk one at a time to read pseudowords containing the /o/ sound.

7.    To students: we all know how to draw a circle, right? To draw our letter o, we would place our pencil on the fence, loop down onto the ground and run around back up to the fence again. (model writing  o as you explain it. Lastly, pass out primary paper for students to practice with.

References:

Henderson, Lili. The Tot and the Pot.  Reading A-Z Inc. 2005.

 

 

Uhhhh, I Don’t Know! – Heather Tingas

http://www.auburn.edu/academic/education/reading_genie/adventures/tingasbr.htm

 

http://letterbuddies.com/initial-sounds-worksheet-o/


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