Oh no! Mop up the O’s!

 

 

 

 

 

 

 

 

 

 

Rationale:

 

This lesson teaches children about the short vowel correspondence o = /o/. In this lesson the students will learn to recognize, spell, and read words containing the spelling o. This is important because students need to be able to spell, map out, and recognize words with this correspondence. Students will be able to relate to this by using their hands and ‘mopping up cherios’ when they hear the o=/o/ sounds in words. They will also learn to spell and read words through various letter box lessons and books that contain this correspondence.
 

Materials:
 

• Image of spilled cheerios

• letters for letter box lessons

• Board with words written on it:not, rob, lot, flop, snot, fork, soft, hop, and sport

• Letter manipulatives for teacher and student(s): n, o, t, b, l, f, p, s, f, r.

• Assessment worksheet

• Book- Hop on Pop, Dr. Suess.

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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 about the short o sounds in words like, mop. When we hear the short o sounds in words like mop, I think of a small circle like tiny cheerios. When I hear the short sounds, I move my harms in a circle like I am mopping up spilled cheerios ( image above). This is helpful when students hear the short o sound they will be able to interact and show the teachers, themselves, and others that they have heard the short o sound. This will also help the stay alert.

 

2. Say:  Before we learn to spell words with the short o sound, we must first listen to words that have short o sounds in them. First, when I listen to words that contain short o sounds, I say that word back and feel for how I say the o. Usually, the o seems to come from the back of your throat where your tongue is flat to the bottom of your mouth and the sounds if formed from the throat (demonstrate  to students the sound). Some example words that I will demonstrate first is, lot. I felt my tongue flatten to the bottom of my mouth as my throat produced the /o/ sounds. Now, let us see if the short o sound is in the word loop. Say loop. Do we hear /o/ in loop? We do not hear it or feel it when we say loop. Is the short o in not? Look? Soft? Hot? Flop? As you say each of these words remember to use your mop and mop up the cheerios when you hear the short /o/ sound.

 3. Say: Now let’s look at the spelling of /o/ that we will learn. (Please the letter o on the board). When we say not, do you hear the /o/ sound? Say, “this is not my dog,” do you hear the /o/ sound? In order to spell not or dog, we need to recognize how many phonemes are in either word. Both have three. N-o-t and d-o-g. I will need three letter boxes and the letters n,o,t,d,g. The first sound in not is /n/. N will be plaved in the first box. /o/ is the next sound you hear so o will be placed in the second box. /t/ is the last sound so it will be placed in the last box. Now, try dog by yourself.
Your letterbox should look something like this N o t (show letter box).

 4. Say: Now it is your turn to spell some words in a letterbox by yourself. First, we will start with easy words like rob. What should go in the first box? (offer help if needed). What should go in the next box and then next to it? (Give feedback). Try another word by yourself.
Now, I will give another word that might be a little more difficult. Let’s see how well you do. Try snot. Sentence example: The dog had snot on his nose! How many boxes will you need? (give time for students to answer). Now, try to spell the words and place the correct letters in the boxes. (Give time for students to attempt while walking around the room and observing). Time to review what you did! I will do mine and tell me if yours looks like mine. S-n-o-t (place letters in boxes). How does yours look? Now, try more words like, fork, soft, sport. Remember to go back and check each time you finish.

 

5. Say: Now I am going to show you all of the words. After I put all the words on the board again, I want us to say them all together. Then I want a few volunteers to say them with me together. Let’s review how the short o sounds. Say /o/. Now say mop. Did you hear it and mop up your cheerios? Good! (Go over words with cover up and blend them with the students). After going over a few words, lets review the word, soft. Lets say each phoneme together. /s//o//f//t/. Soft. I noticed we all used our arms to mop up the cheerios.

 6. Say: I have noticed all of our hard work. Would you like to read a new book with the short /o/ that we have been going over? Yes? Good! We are going to read a book called Hop on Pop by Dr. Suess. This is a very interesting book that has tons of rhyming and is one of my favorite books. Do you see pop with his two little ones jumping on his belly? I wonder what is going on since his face looks like he is not smiling? Want to find out? Okay, let’s read this together and each time you her /o/ make sure to mop up your cheerios!
 

7. Say: Who enjoyed this book by Dr. Suess? Did pop enjoy the jumping or stopping on his stomach? Nooo! Did we hear a lot of the /o/ sounds? I heard it a few times throughout the book and I noticed a lot of us using our mops!
I want to see how well you recognize the short o sound with this worksheet. Your job is to look at the pictures and write the words down under the picture. Remember, we are using our short o sounds. Be sure to observe each picture very well first and then use your letterboxes to spell each word. Check over your work. (collect when finished and look at the progress of each student).

 

 

 

Resources:

 

https://datax.teacherspayteachers.com/thumbitem/short-vowel-worksheet-short-o/original-56766-1.jpg