Emergent Literacy Design: BOB  the DOC 

                      Joy Boldt  

 

 

Rationale: 

This lesson teaches students about the short vow

 

Rationale: 

This lesson teaches students about the short vowel correspondence o = /o/. To be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling o.  They will learn a meaningful representation ( the doctor checking the patients throat that says “ahhhh”.) They will spell and read words containing the spelling that is in the letterbox lesson, and read a decodable book that focuses on the correspondence /o/.                    

 

Materials: 

Graphic image of a doctor checking his patients throat 

Cover-up critter 

Whiteboard or smart board Elkonin boxes for modeling and individual Elkonin boxes for each student 

Letter manipulative for each child and magnetic or smart board letters for teacher: m, o, p, h, t, d, g, s, c, k, l, i, n

List of spelling words on poster or whiteboard to read: Dog, Hot, Mop, Smog, Sock, and Dolphin ( for tough word.) 

Worksheets: “Matching words with short o” and “write the word.” 

Book:Doc in the Fog 

 

 

Procedures: 

This lesson teaches students about the short vowel correspondence o = /o/. To be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling o. In this lesson children will learn to recognize, spell, and read words containing to the spelling o. They will learn a meaningful representation ( the doctor checking his patient Oscar’s throat like “ahhhhhh”.) 

 

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 play doctor and learn that the /o/ sound is made by letter o, like in the word “POT”. We are going to work on being able to identify what other words make the /o/ sound.  “This is Bob and he is a doctor, and he is going to show us how to make the /o/ sound.” ( Pull out the picture of the doctor checking the patients throat.)  

 

2. Let’s pretend we are at the doctor and they are checking our throat say “ahhhhhhh”. That is the sound that the letter /o/ makes. Now we are going to play doctor, and see if we can get more familiar with the /o/ sound. I am going to have two of you volunteer to come up to the front. “ I am doctor Oliver, and this is my patient Oscar” ( student volunteer). “That’s right just like the picture he will have him open his mouth wide and will look inside. “ahhhhhh” (other student volunteer.) “ Well Oscar you look healthy to me you can go sit back down in your seat, and you can too doctor Oliver.” Now the students will split up into partners, and do the same thing that the student volunteers demonstrated. They can also attempt to come up with different /o/ names for whoever is the doctor and whoever is the patient. Now before we learn the spelling of /o/ lets listen for it in some words. Lets see if you hear /o/ in the following words, if you hear it say the “ahhhh” that the /o/ sound makes, and if you don’t hear it say “that’s not o!”. Is it in mop, sock, dolphin, or log? 

 

3. Say: Now lets look at the spelling of /o/ that we’ll learn today. ( Write o on the board.) What if I wanted to spell the word Dog. “The dog ran around the yard in circles.”  To spell the word dog in letterboxes, first I need to know how many phonemes are in the word, so i’ll stretch it out and count: /d/o/g/. I need three boxes. I heard the /o/ just before the /g/, so I am going to put /o/ in the second box. The word starts with / d/ so that’s easy I will need a “d”. I have one empty box now. ( Point to the letters in the boxes when stretching out the word: /d//o//g//.) The missing letter is /g/. 

 

4. Now I am going to have you spell some words in letterboxes. You’ll start out easy with three boxes for “hot.”  Hot is something that you feel when the air around you is warm or you touch something warm. “Ouch! That cookie was so hot it burnt my mouth.” What should go in the first box? (Respond to children’s answers). What goes in the second box? I will check your progress as I walk around the room. ( Observe the children’s progress.) Lets try another another word with three boxes: mop. “We had to use a mop to get the syrup off of the floor.” ( allow the child to spell the word.) Time to check our work! Watch how I spell it in my letterboxes on the board: m-o-p and see if you have spelled it the same way. You will need four letterboxes for the next word. Listen for the beginning sound that goes into the first box, and then listen for /o/, and put it where you think it goes in the word. Here’s the word: smog. “It was hard to see out the window because of the smog.” ( Give the child a chance to spell the word.)  Another word. Listen and see if this word has an /o/ in it: sock. “ I had to put on my sock before I put on my tennis shoe.” Did you remember that you had to spell /k/ with a ck? ( Have volunteers to come and spell the words on the board, and continue to do that with all the rest of the words). Last word, and then we are all done with spelling for the day, and this time you need five boxes: robin. “There was a beautiful robin that was resting on that branch.” 

 

5. Now I am going to let you read the words that you have spelled, but first I will show you how I would read a tough word. ( Display a poster with “dolphin” on top and model reading the word.) I say the word dolphin, and recognize that I hear the /o/ in the word. I am going to use a cover up critter to get the first part. ( Uncover and blend sequentially before the vowel, then blend the vowel.) I am going to put the letters with it d-o-l-p-h-i-n…

/d/o/l/ph/i/n. Oh, dolphin, like “There is a beautiful dolphin swimming in the ocean.” Now it’s your turn, come on everybody lets say this together!  ( Have the students read words together, and call on individual students to read a word on the list, until every student in the class has had a chance to read one). 

 

6. Say: You guys have done an awesome job spelling and reading words with our new vowel /o/. Now we are going to read a book called “Doc In the Fog”. Doc is a wizard and overtime he says “Zop” he changes the item infant of him into something completely different by using magic. Will he be able to do this to everything he touches? Lets pair up and take turns reading to see what happens to Doc the wizard.    ( The students get into pairs, and take turns reading pages of the book while teacher monitors their progress. After this partner reading, the class reads “Doc in the Fog” together, and stops every page or two discuss the plot.)

 

7. . Say: that was such a fun story!  But before we finish our lesson on /o/ and ways to spell /o/, I want you to get some practice on your own with spelling and reading. We will be doing two separate worksheets. One on matching pictures to their short o words, and the second where we will see a picture and think of the short /o/ word it might be describing and spell it on the line provided. 

 

 

 

 

References: 

“Dog in the Fog” by Haley Felk

https://haleyfelk1.wixsite.com/lessondesigns/beginning-reading-design

 

“Dr. Ollie operates on Oliver.” By Lauren Thomas 

http://www.auburn.edu/academic/education/reading_genie/doorways/thomaslbr.htm

 

Worksheets:  http://www.enchantedlearning.com/alphabet/matchwordsandpix/shorto/

https://www.pinterest.com/pin/212935888607392168/

 

 

Book: Doc in the Fog