Explicit Phonics Lesson
Short ŏ
(If you are unfamiliar with procedures, refer to the Guidelines posted in my very first post. )
Day 1
Objective: Sound and blend words using the short ŏ.
Review
Last year in kindergarten you studied
all the letters of the alphabet. You learned that there are two kinds of
letters: one kind is consonants such as b, g, m, t, and s. Someone tell me what
the other kind of letter is called. (vowel)
Can you tell me the name of some of the vowels?
(a, e, i, o, u, and sometimes y) Today we are going to work with words that use the short ŏ
sound. The short sound of o is / ŏ / as in octopus.
Pretend your hand is an octopus, and your fingers are the tentacles, or legs,
of the octopus. Make an octopus with your hand with me and say the sound of short
ŏ. (This should be a familiar hand signal for the short ŏ sound.)
PA
Listen to these
words and see if you can hear the short ŏ sound or not. If you hear the /ŏ/
sound in the word, I want you to give me a thumbs up. If you don’t hear /ŏ/ in
the word, give me a thumbs down. So if I say pot, you would give me a thumbs up because the /ŏ/ sound is in the
word pot. If I say jam, you would give me a thumbs down
because you do not hear /ŏ/ in the word jam.
rod otter slosh splash sock slot
jot sand rich rod red frog
Decoding
Using two differently colored markers,
write the words on the board one phoneme at a time. As you write, say “sound”
and have the students give the sound for the spelling you have just written.
When the word is complete, go back and have them give you the sounds again on
cue. Then have them blend the sounds into a word as you use your finger to
underline the word. At the end of each row go back and re-read the row before
going on to the next row. After all the words are blended, take time to talk
about the meanings of any words that might be unknown.
drop pod slot hog
trot clog stomp smog
jot stop bond rot
Once all the words are on the board,
use the “Buddy Up” strategy and give clues.
The buddies are to find the word you gave the clue for, and raise their
hand. As they give the answer, you circle the answer. Sometimes more than one
clue may be necessary. If the first clue doesn’t produce the answer, the next
clue might be the row that the target word is on.
Some clues might be:
1. to ruin rot
2. to walk briskly
trot
3. to let go of drop
4. a small
container…like peas in a… pod
5. this can stop
up a sink clog
6. to walk very
forcefully and loudly stomp
7. Put your
quarter in the ____. slot
8. to write
something very quickly jot
9. to stick
together bond
10. antonym for go stop
11. dirty air
caused by pollution smog
When there is only one word left (hog),
have the buddies read the last word. Each buddy then uses the word in a
sentence, telling their buddy. Some of the sentences can be shared with the
whole class.
In this procedure not only are the
words being read and re-read, but the meanings of the words (or words in the
clues) are being studied. Don’t
neglect stressing the vocabulary factor.
Decodable Text
Practice reading words in text using
Decoding Practice.
Day 2
Review
What are
the names of the vowels? (a,
e, i, o, u, and sometimes y)
What are
the letters that are not vowels called? (consonants)
What is
the short sound of the letter o? /ŏ/
What is
the hand sign and key word we use to remember the sound of short ŏ?
(Key
word: octopus Hand sign: octopus
with fingers as tentacles.)
Name
some words that begin with the short ŏ sound.
PA
I am going to
say some words with the short ŏ sound. I want you to tell me if the sound is in
the middle of the word or at the beginning of the word. If I say off, you would tell me the /ŏ/ sound is
at the beginning of the word. If I say jog,
you would tell me the /ŏ/ sound is in the middle of the word. Be sure your
Buddy agrees with you before you raise your hand to give me your answer.
pop non Oliver law otter jaw
offer Josh John dot on got
Decoding
Use the same procedure that was used
on Day 1.
fog tot off lot
nod bog slop cop
flop mop romp drop
1. an adventure romp
2. a device used
to clean the floor mop
3. to move in a
loose way flop
4. more than one,
or a group of something lot
5. a small child tot
6. a cloud that
touches the ground fog
7. antonym for on off
8. a way to agree
using your head nod
9. to let
something fall drop
10.leftover scraps
of food that a farmer feeds a pig slop
11. synonym for a
swamp bog
Have
the students read the last word (cop) to their partner. Then each makes up a
sentence using the word. Have them go for 7-Up sentences (7 or more words in
the sentence.)
Decodable Text
Use Short ŏ Phrases to practice
reading. The first time through have them follow as you read. The second time
have them chorally read with you. Then the Buddies can take turns reading to
each other.
Day 3
Review
What is
the key word and hand sign for short ŏ? (octopus;
pretend your hand is the octopus and the fingers are the tentacles.)
Give me
some words that begin with the short ŏ sound.
Now give
me some words that have the short ŏ sound in the middle of the word.
Encoding: Dictation
Use the dictation procedure.
1. /g/ g
/ŏ/ o /n/ n /ă/ a
2. hot mop rob
3. blob stop frog
4. clock frost
Don got the hot pot and a mop.
Decodable Text:
Practice reading short ŏ phrases as it was
done on Day 2.
Day 4
Review
Have the class decode 8 to 10 short ŏ
words on the board or on flashcards.
Word
Building
or Word Chaining
Use as much as you feel is
appropriate.
on lot Tom log
con blot Mom fog
cot clot mop hog
lot clog pop jog
jot log top bog
not fog stop blog
pot frog stock blot
spot flog rock slot
blot flop jock lot
clot sock rot
clog trot
log
Decodable Text
Use the Short ŏ Sentences to practice
reading words in context. Follow the format of the phrase reading.
Day 5
Review
The
letter o is a ________.
The
sound of short ŏ is _____.
The key
word for short ŏ is _______.
The hand
signal for short ŏ is ________.
/ŏ/ is
the sound of what letter?
Encoding/Dictation
1. /ŏ/ o /z/ z /ă/ a /p/ p
2. job pop
box
3. plot drop flog
4. stomp blond
Drop the box of
rocks in the pond.
Decodable Text
Use Short ŏ Sentences to practice re-reading sentences with a buddy.
Decoding
Practice
bog
jog hog not slop
sock
on cod clog rob
|
the
hot pot
lock
the top
not a blob
stop the hog
1.
I
got the top job.
2.
We
did not jog to the pond.
3.
Drop
it on the spot.
4.
Hop
off the rocks.
5.
The
box of socks is lost.
6.
The
cop wants us to stop.
7.
The
cod flops in the bog.
8.
The
frog hops on the log.
Short o Phrases
1.
got
a mop 11. nod and hop
2.
on
a log 12. a hot pot
3.
top
spot 13. slop the hog
4.
drop
a mop 14. off the cot
5.
mop
the spot 15. my hot dog
6.
lost
the socks 16. mop that spot
7.
box
of rocks 17. an odd frog
8.
a
lot of frogs 18. stop on a dot
9.
pop
and lock 19. frog on a log
10. fog in the bog 20. lost in fog
Short o Sentences
1.
Stop
the clock for this job.
2.
A
lot of frost is on the top.
3.
Don
will mop up the spot.
4.
A
mop will do the job.
5.
Drop
us off at the last stop.
6.
The
frog sat on a log in the fog.
7.
Bob
got a spot of pop on his top.
8.
The
hot dogs are in the pot.
9.
The
hog stomps on the sod.
10. A cop stops the mob.
11. Mom nods at Todd.
12. Ron hops off at this
stop.
13. Don is the boss of this shop.
14.
He
was lost in the bog.
15.
Scot
drops off the cot.
16.
My
mom has a lot of socks.
17.
That
tot will not drop the pot.
18.
Do
not hop on the hog’s slop.
19.
Ross
will drop the box of rocks.
20.
The
dog jogs with the fox.
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