Home‎ > ‎

Sleepy, yawning, "ahhhhhh"



Sleepy, yawning “ahhhhh”

                                      
 Beginning Reading

Rationale: This lesson will teach the vowel correspondence o= /o/.  In order to be able to read, students’ need to be able to recognize the spellings that map word pronunciations. In this lesson, children will learn to recognize, spell, and read words containing the short vowel, o. They will learn a meaningful representation, a person yawning and saying “aahhhhh”, they will spell and read words containing this spelling in the letterbox lesson, and read a decodable book, A Hot Spot, which focuses on the correspondence o=/o/. 

Materials: Image of a person yawning, a cover-up critter, smartboard Elkonin boxes for modeling, individual Elkonin boxes for each student, letter manipulatives for each student, smartboard letters for modeling (letters: b, o, x, p, t, d, g, h, a, f, r, c, l, k), list of spelling words on smartboard (words: box, pot, dog, top, hat, frog, clock), decodable text: A Hot Spot, and the assessment worksheet 

Procedures:
1. “We need to learn the code that tells us how to pronounce words in order to become expert readers. Today, we are going to work on reading and spelling words with the sound o=/o/. When we say this sound, it reminds us of the sound we make when we yawn. Let’s pretend to yawn and make the sound o=/o/.

2. Before we learn how to spell /o/, we need to learn how to listen for it in words. When I say /o/, my lips make a big circle and my tongue stays on the floor of my mouth, like this [demonstrate vocal gesture for /o/]. I’ll show you first. I’m going to say the word fog. I felt my lips make a circle and say /o/ in the middle of fog. Let’s try another. Do you feel your lips make a circle in stick? Lets say it slowly and feel our lips move. They didn’t make a circle so there is no /o/ in stick. Now you are going to try. I’m going to say some words. If you hear /o/, pretend to yawn and say /o/. If you don’t her it, give me a thumb down. Is it in box, glow, taps, got, dog, hot, or has? [Have students repeat words and feel their mouth make a circle to say /o/.

3. Now let’s look at the spelling of /o/ we will learn today. We spell /o/ with the letter o [write the letter on the board]. Let’s spell the word box. When we say box, we feel our lips make a circle in the middle of the word, so we know there is an /o/ sound in box. The o makes the /o/ sound, so that goes in the middle. The beginning sound is a /b/, and we know the letter b makes that sound. So we have b-o and know the last sound is /ks/. We know the letter that makes the /ks/ sound is x. So we spell our word b-o-x. To spell box in a letterbox, we need to figure out how many phonemes are in box. Let’s stretch it out and count the sounds. /b/ /o/ /ks/. We need three boxes. We heard our /o/ sound in the middle, so let’s put the letter o in the 2nd box. We hear /b/ at the beginning, so let’s put a b in the first box. At the end, we hear /ks/. We know x makes that sound, so an x goes at the end. 
b o x

4. Now it’s your turn to spell some words in the letterbox. Let’s start with the word pot. ‘We are going to warm the soup in a pot.’ Did you hear /o/ in the middle of the word? What should go in the middle box? [Respond to student answers]. What should go in our first box? What about the last box? I’m going to check your answers as I walk around the room. [Observe Progress] Let’s go on to the next word, dog. I have a pet dog named Duke. [Allow the students to spell dog]. Let’s check your work. Look at the board to see how I spell it, d-o-g. Is that the way you spelled it? The next word is top. I have to stand on my tiptoes to reach the top. [Have volunteer spell the word on the board. Repeat this for each new word.] The next word is hat. Do you hear our yawning /o/ in hat? What sound do we hear in the middle of hat? [Have volunteer spell on board.] Now let’s try a four phoneme word, frog. The green frog jumped into the pond. This word is tough, so make sure we stretch it out and hear all the sounds. And our last word is clock. I wanted to know the time, so I looked at the clock. Remember to stretch it out and hear all the sounds.

5. Now we are going to read the words we spelled. First, let’s practice with a tough word. [Display the word frog] First, I see an o in the middle. We learned that the yawning o says /o/. Let’s use a cover-up to read the first part. /f/ /r/= /fr/. Now blend /fr/ with our yawning /o/. /fr/ +/o/= /fro/. Now all we need is the end, /g/. /fro/+/g/= frog, that’s it. Now it’s your turn. Let’s read the words all together. [Have students read the list in unison. Then, call on individual students to read each word. Allow everyone to have a turn.]

6. You all have done great reading word with our new spelling, /o/.  Now we are going to read a book called A Hot Spot. This book tells the story of a family on a hot day. The little boy, Tim, has to do his chores on the hot day. We can read and find out what happens to Tim and his unusual pet, a pig, on this hot day! Let’s pair up and read together. [The students should pair up and read alternating pages. The teacher should walk around and monitor the students reading. After the students have read individually, the class should read The Hot Spot aloud together. Employ TBYT and discuss the plot and any unfamiliar concepts, such as pig slop.]

7. That was a fun story! What happened to Tim and his pet pig? Right, Slim the pig spilled Tim’s pop and then Tim spilled the slop. To finish our lesson, we are going to solve some reading problems. Read all of the words in the box. If they have the sleepy, yawning ahhh sound, underline them. Then, write down the sleepy, yawning ahhhh words.

   

Resources:

Assessment:

Brooke Evans, Uhhh… I don’t know! : http://www.auburn.edu/%7Eboe0001/evansbr.htm

Katherine Carnes, Icky Sticky I: http://www.auburn.edu/%7Ekmc0029/carnesbr.htm


Click here to return to the Metamorphoses index.
Comments