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Mom Wears Socks

by: Jackie Zencuch

Fun%20Patterned%20Socks_edited.jpg

Rationale: This lesson teaches students about the long vowel correspondence o = /o/. Children must learn to recognize the spellings of words that map the pronunciation in order to become good readers. In this lesson, children will learn to recognize, spell, and read words containing o. They will learn a meaningful representation (Mom wears socks), 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 mom wearing socks

  • Graphic image of someone drinking water

  • Cover-up critter

  • Whiteboard or smartboard Elkonin boxes for modeling and individual Elkonin boxes for each student

  • Letter manipulatives for each child and magnetic or smartboard letters for teacher: a, e, i, o, n, m, p, t, s, c, l. r, k, g

  • List of spelling words on poster or whiteboard to read: on, mom, pot, spot, clog, rock, slot, strong, prompt

  • Decodable text: Doc in the Fog

  • Assessment worksheet

 

Procedures:

  1. Say: To become expert reads we need to learn the code that tells us how to pronounce words. We have already learned to read short vowel words with a, like sat, and e, like pet, and i, like fish, and today we are going to learn about short o and say its name, /o/. When I say /o/, I think of someone drinking from a cool glass of water and saying, “ahhhh” {show graphic image – attached}.

  2. Say: Before we learn about the spelling of /o/, we need to listen for it in some words. When I listen for /o/ in words, I hear o say “ahhhh” like drinking a cool glass of water and my lips making a large o shape. [Make vocal gesture for /o/.] I’ll show you first: hot. I heard o say “ahhh” and I felt my lips make an o shape [make a circle motion around opened mouth]. There is a short o in hot. Now I’m going to see if it’s in hat. Hmmm, I didn’t hear an “ahhh” sound and my lips didn’t make the round o shape. Now you try. If you hear /o/ say, “Mom wears socks.” If you don’t hear /o/ say, “That’s not it.” Is it in drop, hat, spot, set, stomp? [Have children make a circle motion around their open mouth when they feel /o/ say its name.]

  3. Say: Now let’s look at the spelling of /o/ that we’ll learn today. We spell /o/ with the letter o. What if I wanted to spell the word stop? “We had to stop playing to learn how to read!” To spell stomp with letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /s/ /t/ /o/ /m/ /p/. I need five boxes. I heard /o/ in the middle so I’m going to put an o in the third letterbox. The word starts with /s/, that’s easy; I need an s. Now it gets a little tricky so I’m going to say it slowly, /s/t/o/m/p/. I think I heard /t/ so I’ll put a t right after the s. What sound do we hear in the fourth box? sss-ttt-ooo-mmm-ppp, I heard an m! Let’s put that m after the o. Now we must finish the word with the last letterbox. That means the letter tile /p/ goes in the last letterbox. Now I’ll show you how to read a tough word on the whiteboard. [Display whiteboard with strong on the top and model reading the word]. I’m going to start with the o; that part says /o/. Now I’m going to put the beginning letters with it: s-t-r-o, /stro/. Now I’ll put that chunk together with the last sound, /stro-ng/. Oh, strong, like “I am very strong.”

  4. Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with two boxes for on. “I forgot to turn my lights on.” What should go in the boxes? I’ll check your spelling while I walk around the room. [Observe progress.] You’ll need three letterboxes for the next word. Listen for the beginning sound to spell in the first box. Then listen for /o/. Here’s the word: pot, I cook my dinner in a big pot. [Allow children to spell remaining words, giving sentences for each word: mom, eat, rock, slot, pick, stop, stompt, and strong.]

  5. Say: You guys did a great job using letterboxes to spell those words. Now I am going to let you read the words you’ve spelled. [Show the words on, pot, mom, rock, slot, stop, and strong.]

  6. Say: You’ve done a great job reading words with our new spelling for o = /o/. Now we are going to read a book called The Tot and the Pot. This is the story of a tot named Tom. One day, Tom was playing outside while his mom was gardening. Tom saw a pot and it was filled with dirt! What do you think he will do with the pot while his mom isn’t looking? We have to read the rest of the story to find out what happens to Tom! Let’s pair up and take turns reading The Tot and the Pot to find out what happens. [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 The Tot and the Pot aloud, together, stopping between page turns to discuss the story.]

  7. Say: That was such a cool story! What happened to Tom? His mom saw and he had to take a bath! Before we finish our lesson about one way to spell /o/ = o, I want to see how you can solve a reading problem. On this worksheet, we have some words missing. Your job is to look in the box of word choices and decide which o word fits best to make sense of the short story. First, try reading all the words in the box. Then, choose the word that fits best in the space. Reread the sentence with your answers to see if they make sense. [Collect worksheets to evaluate individual child progress.]

 

Reference:

 

Book: Henderson, Lilli. The Tot and the Pot. https://www.readinga-z.com/book/decodable.php?id=7

 

Worksheet: https://www.lessonplanet.com/teachers/short-vowel-o-circle-the-word-in-the-sentence

 

Pictures: https://www.sciencephoto.com/search?media_type=images&q=teenage%20girl%20wearing%20socks

Contact me: Jackie Zencuch

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