Beginning Reading Design

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Dog in the Fog

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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 (graphic image of yawning boy says /o/ and saying Dog in the Fog). They will spell and read words containing this spelling in a letterbox lesson, and read a decodable book that focuses on the correspondence o = /o/.

 

Materials:

 

 Graphic image of a boy yawning; cover-up critter; whiteboard or smartboard Elkonin boxes for modeling and individual Elkonin letterboxes for each student; letter manipulatives for each child and magnetic or smartboard letters for teacher: B, I, s, n, g, b, c, k, h, d, i, c, l, t, o, p; list of spelling words on poster or whiteboard to read: Bob, sock, top, clock, chop, cross; decodable text: Doc in the Fog, and assessment worksheet (link at the bottom).

 

Procedures:

 

1. Say: To become expert readers, we need to learn the code that tells us how to pronounce words. We have already learned other short vowels such as a = /a/, e = /e/, i = /i/ and today we are going to learn the short o vowel o = /o/. When I say /o/ I think of two things, I think of a boy or girl yawning and making the shape of an o with his or her mouth (show graphic image) and I also think of a little saying (write the saying on the board).

 

1. Say: Before we learn the spelling of /o/, we need to listen for it in some words. When I listen for /o/ in words, I hear o sound almost like a long yawn and my mouth opens big like I am yawning. (Make vocal gestures for /o/.) I will show you first: top. I heard the and my mouth made the same shape of the large yawn that I make for the short o. There is a short o in the middle of top. Now I am going to see if there is a short /o/ in lips. Hmmm I did not hear the and my mouth did not make a yawning shape. Now you try it. If you hear /o/ say, “Dog in the Fog.” If you do not hear /o/ say, “That is not it.” Is it in dock, snow, set, mom, rain, pants, chop, for, not, coat? (Have children put their hand up to their mouths like a yawn when they hear the /o/.)

 

 

1. Say: Now it is time for us to look at the spelling of /o/ and see what we will learn today. For example, what if I wanted to spell the word? “I live a block away from Ed.” To spell block in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /b//l//o//ck//. I need 4 boxes. I heard that /o/ just after the /l/ so I am going to put an o in the 3rd box. The word starts with /b/, that’s easy; I need an b. Now it gets a little tricky so I am going to say it slowly, /b//l//o//ck/. I think I heard /ck/ so I will put a ck right after the o. Now /l/ goes in the second box.(Point to the letters in the box when stretching out the word: /b//l//o//ck/.)

 

1. Say: Now I am going to have you to spell some words in letterboxes. You will start out easy with three letterboxes for the word . Bob is a name. “My brothers’ name is Bob.” What should go in the first box? (Observe progress by walking around and checking.) Now lets’ try another word. This word needs three letterboxes for it.Listen for the beginning sound to spell in the first box. Then listen for the vowel /o/. Here’s the word: , I have a boat at the dock; (Allow students to spell remaining words, giving sentences for each word: and)

 

1. Say: Now I am going to let you read the words you have spelled. (Show the words and the extra words and and the pseudoword Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.)

 

1. Say: You have done an awesome job at reading words with o = /o/. Now we are going to read a book called This is a book about a man named Doc who is a Wiz and he starts turning objects into other things, but you all will have to find out what he turns stuff into and maybe he even turns himself into something! You will have to read and find out! Let’s pair up and take turns reading to find out what he turns stuff into. (Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads chorally, stopping between page turns to discuss the story.)

 

1. Say: Before we finish up with our lesson and let’s see how you can solve a reading problem. On this worksheet, read the short text story and follow the activities on the bottom by circling the correct words and answering the questions about the short story. Reread your answers to see if they make sense and double check that you have circled the correct words. (Collect worksheets to evaluate individual child progress.)

 

Resources:

 

Adopted from Simantel, Sophie. A Beginning Reading Design, Frog on the Log! 

https://sites.google.com/site/sophiessuperlessons/beginning-reading-designAdopted from Murray, Geri. A Beginning Reading Lesson, Oh I didn’t know!

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Assessment worksheet:

https://www.superteacherworksheets.com/minibooks/short-o-mini-book.pdf?up=1466611200

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Cultivations Link:

http://www.auburn.edu/academic/education/reading_genie/cultivations.html