"AAAAHHHHH," Sings the Choir

Beginning Literacy

Leigh Wagner

                                             Choir music graphics

 

Rationale: Children need explicit instruction in order to learn to recognize phonemes in speech and print. This means students need to learn the sounds of letters and to recognize the letters. This lesson is to teach the following correspondence: o=/o/. Students will learn a meaningful representation of the sound /o/ as well as practice spelling and reading this correspondence through a Letterbox lesson. Also, students will read a decodable text that focuses on o=/o/.

 

Materials:

 

Procedure: 1. Say: Today we are going to learn about the letter o so we can recognize the letter in speech and to better read words with the letter o. Short o says /ah/ (/o/). When I hear /o/ I think of a chorus singing. Can you say /ah/ like a chorus? Good job! Now make the sound again and notice the shape of your mouth. Your mouth is shaped like an o and your lips should not be touching.

 

2. Say: Before we learn about how to spell words with /o/, we need to practice listening for it. Let's look at our tongue tickler for today. It says, "Oliver's operation was in October." Now let's say it all together. Great! Let's say it again, but this time when you hear the /o/ sound, sit up straight and open your mouth wide like a singing chorus. Okay, let's say it one more time, but this time I want you to drag out the /o/ sound, "/o/liver's /o/peration was in /o/ctober."

 

s

t

r

o

ng

3. Modeling. Say: Now we are going to look at how to spell words with the /o/ sound. If I am going to spell the word strong with letterboxes, I need to figure out how many phonemes there are in the word so I'll stretch the sounds out: /s//t//r//o//ng/. I hear five sounds so I need five letterboxes. The fourth sound was /o/ so I will put an o in the fourth box. The first sound is /s/ so I will put a s in the first box. Okay let me say it again: /s//t//r//o//ng/. I heard /t/ after the /s/ so I will put a t in the second box. After the /t/ I hear /r/ so I will put a r in the next box. The last thing I hear is /ng/ so I will put ng in the last box.

                       

 

4. Pass out the letterboxes and letter tiles. The words the students will spell are: on, pen, pot, hop, got, rob, frog, chop, spot, chant. Say: Now I want you to spell some words. Put your letter tiles in alphabetical order so you can easily find the letter you need. We will start with just two boxes and spell on. 'I put sheets on my bed. On.' [Walk around to check for correct spelling.] Now add another letterbox so that you have three. The next word is hop, 'I can hop on one foot. Hop.' [continue observing] Okay now I want you to check your work as I put the answer on the board: h-o-p. Have you spelled it the same way? [continue this process with the rest of the words, but allow students the opportunity to provide the answer on the board. With chop and strong, be sure the students correctly spelled the digraphs.]

 

5. Say: Now I want all of you to read the words we spelled, but first I will show you how I read difficult words. [display reading list] I see that the first word (stomp) has an o in it. I will start with the /o/ sound and I will use my cover-up critter to figure out the first part of the word. [cover everything after the vowel (in this case mp)] Okay the first sounds are /s/ and /t/ and I want to blend that sound with the /o/: /sto/. Now I need to add the end of the word /m//p/ = /stomp/. Stomp, and that is all you have to do. Now I want you all to try. Read the words together. [After reading through the whole list, give each student a chance to read one of the words individually.] Good job everyone!

 

6. Say: We have spelled and read words with the /o/ sound, now we are going to read a book called Doc in the Fog. This story is about a wizard who keeps turning objects into different things using magic. One of the objects uses some magic on the wizard. What will happen to the wizard? You will have to read to find out. Get with a partner sitting next to you and take turns reading Doc in the Fog to see what happens to the wizard. [The students will take turns reading every other page. The teacher should walk around the class to monitor progress and behavior. Once all the pairs are done, reread the story as a class and stop before turning the page to discuss the story.]

 

7. Say: That was a silly story. What happened to the wizard? Correct, he disappeared. Now that we have learned that o=/o/, I what to see what you know. On this worksheet, there are boxes with words in them. I want you to color in the boxes that have the /o/ sound in them. [Collect worksheets to determine individual progress.]

 

Reference: Open wide and say Ahhhh! By: Holly Johnson

http://www.auburn.edu/academic/education/reading_genie/awakenings/johnsonhbr.htm

 

Decodable Text:

Cushman, Sheila. (1990). Decodable book: Doc in the Fog. Educational Insights. Carson, CA.

 

Animation source: http://www.picgifs.com/music-graphics/choir/864/music-graphics-choir-225056/

 

Assessment worksheet: (to be printed separately; could also be pictures without words and follow the same directions)

 

 

mop

 

log

 

hat

 

stop

 

tin

 

pen

 

stock

 

pop

 

trap

 

frost

 

prom

 

cent

 

blob

 

twist

 

clog

 

 

 

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