This week we'll be focusing on the Letter O, /o/ /O/.
1. Start by presenting your new sound.
RED letter O say, "We have a new letter with two sounds this week. The Letter O says, /o/ /O/. Do you notice what color this letter O is? That's right, it's red. Red letters have a special job, they're vowels. Vowels are sounds that make your mouth open when you say them." Hold your hand flat against your chin and say /k/ /s/; then say /o/ /O/. This should model well for her that vowel sounds open the mouth. You'll give this example each day this week and with subsequent vowel introduction and your student will imitate your action. Darling, yet Diva has modeled this for us, first saying /k/ /s/, then /o/ /O/. What a nice, quick review of the sounds of C!
2. Tracing time. Prepare or have her create a red letter O as a screen letter. If you're unsure what that means, shoot over to the first Letter of the Week post.
Place the card on the working surface (table/desk/lap mat/floor) and place your finger at O's starting point, which will vary based on your handwriting program. We use the clock method from the Phonics Road, so I would say, "Remember this letter has two sounds. Here is how we write /o/, the first sound. Start at 2 o'clock on the clock." Using your finger, trace the letter and show the child how to "write" the letter. At the same time, say aloud, " /o/" first as you trace and second as you underline from left to right. Underlining is preparing the child for the direction in which she'll read words.
"Here is how to write the second sound, /O/." Example as above, but add, "We write it the same way, only to show the vowel says it's name, we make a line over the letter. We call this, overline. /O/, /O/, Overline."
"So here are the two sounds of the letter O" Now "write" O and say the /o/ sound, immediately followed by overlining and saying, /O/
Now it is the child's turn to trace and underline O. She will feel the bumps and be stimulated kinesthetically. Make sure she's in the correct starting place. As she traces, she should repeat, " /o/ ", then underline the letter from left to write and repeat the process with /O/.
Repeat this pairing action 3 times, so she'll say //o/ /O/ a total of 6 times in step 2.
3. Take out your hands on fun for writing! This week we're using shaving cream and aquarium rocks (aka roooocks from the Ocean). Place a little bit of shaving cream on your working tray. Keep some paper towels handy! This ones messy and fun!
"Show me how to write /o/ /O/ in the shaving cream. Be sure to tell me the sound as you write it and to underline the letter when you're finished writing. Just like you did with the screen letter. Let's do this three times."
4. Hand's on activities that are simple and craftlike work well with learning at this age. Have prepared anything you'd like to represent the sounds of C. I chose the following. Keep in mind, Steps 1-3 are repeated daily and followed up with something new for Step 4. Here's what our step 4 looked like for the week. Notice how I have written the words with the projects. This manner of writing and marking is well represented in The Phonics Road.
4:1 (Step 4: Day 1) Take out two sheets of paper and write large Red letter Os on them. The first O is covered in the proper handwriting direction (starting at 2 o'clock and heading counterclockwise) with octopus pictures. Each time the child glues on an octopus, she says, /o/ /o/ octopus.
The second paper follows the same technique using a person diving in the ocean. Make sure the picture you use is clearly a picture of the Ocean, so she'll make the /O/ connection. /O/ /O/ Ocean. Coloring these black and white pictures makes for a nice review in coming weeks.
4:2 Today we used "rocks from the Ocean" (really the fish tank supply!) for writing and our craft! Follow the same procedure for day 4, i.e. Red letter O on paper, glue, speak the sound for each placement of the rock repeatedly, until the Red letter O is covered.
4:3 Back to the shaving cream for writing today! Shaving cream is soooft. Our craft was about soft, too! We followed our gluing trend and placed soft pom poms all around the Red letter O and AtG repeated, "/o/ soft pom pom" as he placed the pom poms around his Red letter O.
For the second sound of O, /O/, we used the word Overline. As we wrote on the white board, we said /o/ as ee wrote the O, and /O/ Overline as we formed the second sound of O. (I'll post pictures of the finished product when my batteries charge ;) )
5. We ended each day with black and red dry erase markers and a white board, simply making Cs and Os. Big ones, small ones, even middle-sized ones!
Thanks for all the encouragement everyone! I really appreciate it!