Letter Oo
TOPIC: Letter Sound /Oo/
OBJECTIVES:
1. For students to readily
identify letter "o" and associate same with the sound.
2. Tell the location (i.e. beginning,
middle, end) of the /o/ sound in a number of one syllable or two syllable words
3. Learn and practise mouth
formations for different sounds of the alphabet (o)
4. Learn and use basic sight
words
5. Blend phonemes to form new
words
CONTENT :
Watch the video clip for the sound.
Let's review the letter sounds we have done so far.
Grade Level: Grade 1
Subject:
Phonics (Letter Sound "O")
Duration:
1 Hour
Focus
Letter Sound: Short "O" (/ŏ/ as in "octopus")
STEM Focus:
Engineering – Designing an "O-word object"
Materials Needed:
·
Mirrors
·
Mystery Box (with "o" items)
·
Letter cards or magnetic letters
·
Pocket chart
·
STEM materials (paper, tape, straws, recycled
items)
·
Picture-word cards
· Worksheets (differentiated)
Objectives:
1.
Learn and practise mouth formation for the short
"o" sound.
2.
Blend phonemes to form CVC words using the
"o" sound (e.g., hot, pot).
3.
Substitute consonants in short "o" words to
form new rhyming words.
4. Learn and use basic sight words containing the letter o (e.g., on, off, of).
5E Model Lesson Plan – Letter Sound
"o"
Let's review some of the sounds already learnt.
1. ENGAGE
(5–7 minutes)
Activity:
·
Show students a mystery box with objects
beginning with or containing the short "o" sound (octopus toy, rock, top,
cot).
·
Ask: “What sound do you hear in all these
words?” Emphasize the short “o” sound.
·
Let students guess the letter. Reveal the letter
“o” and its sound /ŏ/.
Mouth
Formation:
· Use a mirror for students to observe how their mouth opens wide and round when saying “o” as in “octopus.”
2.
EXPLORE (10–12 minutes)
Blending
Activity:
·
Use letter cards or magnetic letters to build CVC words: pot, dot,
hot, mop, cop.
·
Blend phonemes together: /h/ /ŏ/ /t/ → hot
Small
Group Differentiation:
·
Tier 1
(Support): Use picture-word cards and teacher support to match
pictures to “o” words.
·
Tier 2
(Core): Use letter tiles to form CVC short “o” words independently.
· Tier 3 (Extension): Challenge students to write simple sentences using “o” words (e.g., "The pot is hot.").
3.
EXPLAIN (10 minutes)
Teacher
Explanation:
·
Discuss how changing the beginning or ending
sound changes the word:
o Example:
hot → cot → dot
→ lot
·
Emphasize the middle vowel sound "o" stays the same.
Interactive
Activity:
· Use a pocket chart with consonants and "o" to substitute beginning sounds. Let students come up and change the sounds.
4.
ELABORATE (15 minutes)
STEM
Integration: Engineering Focus – “O-Word Object” Design
·
Students choose a CVC word with “o” (e.g., box, bot, pot)
and create a mini model using paper, blocks, or playdough.
·
Example: Build a robot (bot) using recycled materials and label it.
· Students explain what they built using short “o” words.
5.
EVALUATE (10 minutes)
Three-Tier
Evaluation:
|
Tier |
Task |
Objective(s)
Assessed |
|
Tier 1 – Support |
Match pictures to “o” words (hot, mop, dot) and say the
sound. |
1, 2 |
|
Tier 2 – Core |
Blend and write 3 CVC short “o” words. Read aloud and
highlight the “o.” |
1, 2, 3 |
|
Tier 3 – Extension |
Write 3 rhyming “o” words and use two in a sentence.
Identify the sight word "on" or "of" in their sentence. |
2, 3, 4 |
Sight Words Focus (Word Wall Integration):
·
Add and review: on, of, off, not
· Sight Word Chant: Clap and chant each letter – “O-N spells on!”
Vocabulary
top, pot, pod, dog, sock, tock, rock, mock, dock, hop, mop, hog, pond, spot, cod, cog, cot, got, nod not, pop, rod, drop, trod, stop, cost, odd, moss, cross
FOLLOW UP PRACTICE ACTIVITIES
1. Activity 1
2. Activity 2
3. Activity 3
4. Activity 4
5. Activity 5
6. Activity 6
7. Activity 7 pinterest reading cards
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