Yawn Like an Angel and say, /o/
Rationale
This lesson teaches students the short vowel correspondence o=/o/. In order to be able to read words including short vowel o, students must be able to map the phoneme /o/ to the written letter o. In this lesson, children will learn to recognize, spell, and read words containing o=/o/. They will learn the meaningful image of an angel yawning to represent the phoneme /o/. They will spell and read words containing short vowel o in a Letterbox lesson, and they will read a decodable book that focuses on the correspondence o=/o/.
Materials
1. Graphic image of yawning image
2. White board with markers to draw letterboxes for spelling and word list for reading
3. Magnetic letters to place in the drawn boxes, letters for: a, c, f, g, h, i, k, n, o, p, p, r, s, t
4. Cover up critter
5. A Hot Spot projected onto the screen/smart board
6. Either copies of A Hot Spot for students to read in pairs or devices for students to access the power point
7. Short o worksheet
8. Pencils
9. Crayons
10. Reading Word List: pot, rock, chap, soft, spin, strong, frost
Procedures
1. Say: In order to become expert readers we need to learn the code that tells us how to pronounce words. Today, we are going to learn how to recognize the short vowel o when we speak, spell, and read. Short vowel o says /o/ like an angel yawning in the sky. [Show image of angel yawning]. Let’s all pretend like we are angels in the sky yawning and say /o/. [Give students time to practice]
2. Say: Can somebody raise their hand and explain to me what our mouths do when they say /o/? [Call on a student to explain – correct them if they are wrong/repeat their correct answer] Right! Our mouth makes the shape of the letter o and we use our voice to say /o/ like the yawning angel. Let’s practice again with a tongue tickler. One day my friend Ollie was swimming when he came across and octopus. The octopus told Ollie that he was so hungry, which made Ollie scared that the octopus was going to want to eat him. So instead… Here is our tickler: Ollie offered the octopus olives. [Write this tickler on the board so students can follow along more easily]. Lets say that three times. Now let’s stretch out each time we hear /o/ - Ooooollie ooooffered the oooooctopus oooolives. Now let’s cut off the /o/ from the rest of the word – O/llie o/ffered the o/ctopus o/lives.
3. Now that we know how our mouth makes a short vowel o sound, let’s listen for /o/ in some words. I’ll go first, and you watch as I search for the yawning angel /o/ in the word frog. Fffff-rrrrr-ooooooo-gggg. I think I heard it. Let me pretend like I am a yawning angel when I get to the o. [Stretch out the phonemes again and place hand to mouth like you are yawning when you get to the o].
Now I want you to practice. I’ll say some words and each time you hear /o/ I want you to pretend like you are a yawning angel. Listen carefully because they won’t all have the /o/ in them.
Lock, slob, spent, chop, crash, clog, bin
4. Now let’s look at how we spell words with /o/. We know from earlier that the word frog has the yawning angel o in it. Let’s see how we can spell frog with our letter tiles. Watch me first. Then you can practice. First, I need to see how many boxes I need, so I have to count the phonemes in frog. /f//r//o//g/ [use fingers to count phonemes as you speak them]. I need 4 boxes. [Lay down 4 boxes] I heard my yawning angel /o/ just before the end of the word so I’m going to put that in the third box. I know the end of frog says /g/ with a g, so I’ll put that in the last box. Now let me go back to the beginning. It starts with /f/, so that’s an f in the first box. Then /r/ so I’ll put the r after the f. Now we have spelled frog /f//r//o//g/.
5. Now, I want you guys to practice some words with your letterboxes and letter tiles. Let’s start with a short one with three phonemes – so you will need three boxes. I want you to spell pot with your letter tiles: I put the pot of water on the stove to boil. What should go in the first box? [Respond to students’ answers]. What goes in the second box? [Respond to students’ answers]. What about the third box? [Respond to students’ answers]. Good! Pot is spelled p-o-t. Now let’s do another with less help from me. Remember to listen for the yawning angel o. The next word is rock. It also has three phonemes. The rock skipped across the lake smoothly. [Allow students time to spell word]. Time to check your work. Watch how I spell it with my letter magnets on the board: r-o-ck. I put the c and the k in one box together because they make one sound together ck=/k/. Check to see if you spelled rock like me. Let's do another with three phonemes. This word is chap. Do you know what chap means? It is when our skin gets cracked, like in the winter when our lips get all dry. This one has three boxes: chap - My lips chap in the winter. [Allow students time to spell word before volunteer spells it on the board.] Now let’s do some with four boxes: soft – The fluffy dog was so soft. I want a volunteer to come up to the board to demonstrate how to spell soft in the letterboxes. [Allow students time to spell word themselves before volunteer spells it on the board]. [Repeat process with the rest of the words]. The next word has four phonemes as well: spin – I like to spin around and get dizzy. Now let’s do some with 5 phonemes. This word is strong – The strong man could lift a car. This will be our last one: frost – When it snows outside, there is frost on our windows.
6. Now I am going to let you read the words you have spelled but first I’ll show you how I read a word with /o/ in it. [Write prop on the board to read]. I’m going to use a cover up critter to read this word. [Slowly uncover each letter as you sound out the phonemes making chunks in body-coda form as you go]. /p//r/ that says pr. Let’s add the vowel /o/. That says /pro/. Now /p/. /pro/+/p/ = prop. Now it’s your turn. [Have children read the words in unison. Then, have students read words one at a time until everyone has a turn.]
7. You have done such a great job reading and spelling words with /o/ in them. Now we are going to read a book called A Hot Spot. Tim gets a job that is really hot. While he is trying to do his job, his pet pig Slim gets in his way. Will Tim get to finish his job? Let’s read to find out. [Have students pair up and alternate reading pages while teacher walks around monitoring reading. After they are done, the class rereads the book aloud together, and stops between pages to discuss the plot.] [Download book power point here: http://www.auburn.edu/academic/education/reading_genie/bookindex.html]
8. That was a good story, wasn’t it? What was Tim’s job? What happened to Tim and Slim? [Allow students to answer]. Before we finish up with our lesson, let’s work on solving some reading problems with short vowel o. On this worksheet we are going to read the word, and then draw a picture of the word that we read. [Find worksheet here: https://www.teacherspayteachers.com/Product/Short-o-Word-Work-799493]
Resources
Murray, G. (2004) A Hot Spot. Reading Genie:
Worksheet – Read and Draw
Mack, Katherine, Oliver the Yawning Octopus
Find other lessons here: http://wp.auburn.edu/rdggenie/home/classroom/applications/