Open wide
A Beginning Reading Lesson
Short o=/awe/
Rationale
The goal for this lesson is to help students understand the phoneme o=/awe/. This lesson will not only help students remember the phoneme but it will give students helpful strategies to remember and understand the phoneme. Students are able to take what is taught in this lesson and work on what they struggle with at home. To help students remember the phoneme, or sound of short o, you can remind them of a doctor. When a doctor checker their throat the doctor says, “open wide, say ahhhhh.” The ahhhhh sound is like short o.
Materials
Laminated image of a doctor checking a patients throat, use a positive image, not a terrifying image. You can use the image above.
Cover-up critter
White board with markers and erasers
Primary paper and pencils
Individual letterboxes for each student to work on phonemes
Letterbox: /m/o, /o/, /p/, /c/, /l/, /t/, /h/
Decodable book: The Tot and the Pot
Assignment worksheet
Procedure
- Say: “Today we are going to learn the sound for short o, which sounds like “awe.” o=/awe/, an example of short o is “stop” and “olive.” Short o is important for a lot of words and today were going to go over short o so you can master reading words with short o.
- Say: “To remember the sound short o makes I want you to think of when you go to the doctors and the doctors looks at your throat. The doctor says “Open wide and saw ahhhhh.” The “ahhh” sound is what short o makes. I want us to practice the “ahhhhh” sound. o=/awe/.”
-Make students repeat at least 5 times while showing the students the laminated picture above of a doctor checking a patient’s throat.
-If students are still struggling, demonstrate what their mouth should look like and have them practice another 5 times.
- Say: “When you make the sound of short o your mouth is also shaped like an o.”
-Demonstrate and have the students copy.
-Draw an o on the board and have students also draw an o on their paper.
Lesson Reviews
- Say: “I want us to practice making the o=/awe/ sound so we can full understand the short o. I will give you five words and I want you to tell me which words have the o=/awe/ sound. I want you to trace your lips when your lips make the o shape and your mouth sounds like “awe.”
-When students complete each word write it on the board so they can visualize it.
- Say: “The first word is “hot.” Do you hear the “Awe” sound?
-Have students try and trace their lips. If the students understand write the word on the board, if the students struggle demonstrate.
-Repeat with the words “Robin”, “Dog”, “Coat”, “October”, “Dog.”
-Students should realize “Coat” was wrong and does not have the phoneme short o=/awe/.
Model
- Say: “Were going to work on spelling a work with a short o. Were going to use mop, ‘The floor was dirty, so I had to mop the floor.’ To spell mop I need to use my letterboxes. I need to find out how many phonemes are in ‘mop,’ /m/, /o/, /p/. There are 3. So I need 3 boxes for my letterboxes. Now I need to phone what is in the 3 boxes. I will sound of the word, /m/, /o/, /p/. So I need an ‘m’, ‘o’ and ‘p’ for my letterboxes. Now I can read the word is ‘mop'"
- Demonstrate and make sure students are following along, it might be best to draw this on the board so all the students can see.
- When saying the word ‘mop’ trace your lips when making the o=/awe/ sound.
- Have students try this with their letterboxes for “cloth.”
- Show students on the board when they are done.
Activity
- Say: “Now were going to work on you letter boxes with 3 new words. The first word is “pot.”
- Walk around the classroom helping students and checking their progress. Repeat the word every so often so students remember what they are spelling. When they are all complete ask them to read the word in front of them aloud. Then demonstrate on the board how to do just to refresh their memory.
- Remind them o=/awe/ and have them trace the o in their lips when saying the word ‘pot’
- The next 2 words are “flock” and “broth.”
Decodable book
- Say: “We are going to read the book “The tot and the Pot.” This book is about a tot, or toddler, that is outside with his mom when he finds a pot outside. Put we will have to read aloud with a partner to see what the toddler does with the pot when he finds it. We will split up with a partner to take turns reading the book.”
-Students will pair up and read the book to their partner. Go around the class and make sure students are able to read the book at their level.
- Have students change partners and work together to copy the words with o=/awe/ on their primary paper or the students can highlight the short o words as a group, if you have enough copies.
Assignment worksheet
- Say: “To wrap up the short o we will be working on a worksheet. For the worksheet there will be a picture of a an object that has a short o sound. Remember short o=/awe/. TO complete the work sheet you must spell the word. There are words below that match the picture. So spell the matching word with the picture. When you are finished you can color the picture. We will do the first one together. What is the picture?”
- Students say: “A dog”
- Say: “Good so now we have to find dog below in the word bank.”
- Find the word dog and point to it, copy the word on the line and make sure to split the phonemes. Trace the o shape on your lips.
- Say: “Now your turn, if you need help raise your hand.”
References
Henderson L., The Tot and the Pot: https://www.readinga-z.com/book/decodable.php?id=7
Assignment worksheet: https://www.teacherspayteachers.com/Product/Short-O-Worksheets-and-Activities-NO-PREP-1439988
To return to application
http://wp.auburn.edu/rdggenie/home/classroom/applications/
