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Welcome to Short ‘o’ Sounds! – Learn about the short ‘o’ sound – Practice saying ‘short o’ – Repeat after me: ‘short o’, ‘short o’, ‘short o’ – Recognize words with ‘short o’ – Look for the ‘o’ in the middle of words – Examples: ‘dog’, ‘pot’, ‘fox’ – ‘dog’ as in = , ‘pot’ as in Š | This slide introduces the short ‘o’ sound to first graders, which is a fundamental part of phonics in Language Arts. Start by explaining the sound and then engage the students by having them repeat the sound several times. Use visual aids or actual objects to help them associate the words with the short ‘o’ sound. Encourage the students to practice the sound and recognize it in different words. Provide additional examples and ask the students to come up with their own words that have the short ‘o’ sound. This will help them understand the concept through active participation.

Exploring the Short ‘o’ Sound – What is a short ‘o’ sound? – It’s the ‘o’ sound in words like ‘pot’, ‘sock’, and ‘frog’. – Example: ‘o’ in ‘top’ – Practice saying: ‘ahh’ – Let’s say it together and listen to how it sounds! – Different from long ‘o’ – Long ‘o’ sounds like ‘oh’ as in ‘rope’. Not the same as short ‘o’. | This slide introduces the concept of the short ‘o’ sound to first graders. Start by explaining what the short ‘o’ sound is and provide a common example with the word ‘top’. Have the class practice saying the ‘ahh’ sound together to get familiar with it. Emphasize the difference between the short ‘o’ sound and the long ‘o’ sound by comparing words like ‘top’ and ‘rope’. Use visual aids or props if possible to help students associate the sound with the letter. Encourage students to think of other words with the short ‘o’ sound and share them with the class.

Listening Game: Find the Short ‘o’ – We’re playing a listening game – Listen for the short ‘o’ sound – The sound is like ‘o’ in ‘pot’ – Tell me if you hear short ‘o’ – Words: ‘log’, ‘cat’, ‘hop’ – ‘log’ and ‘hop’ have short ‘o’ | This slide introduces a listening activity focused on identifying the short ‘o’ sound in spoken words. The teacher will say words out loud, and students will indicate whether they hear the short ‘o’ sound. It’s important to articulate words clearly and give examples both with and without the short ‘o’ sound. For differentiation, consider having visual aids for ELL students or using objects to represent the words. Possible variations of the activity could include having students stand up when they hear the short ‘o’ sound, using thumbs up/down, or holding up cards with ‘o’ or ‘x’. Reinforce correct answers with praise and gently correct any mistakes, ensuring students understand why a word does or does not have the short ‘o’ sound.

Finding Short ‘o’ Words – Look at each picture carefully – Listen for the short ‘o’ sound – The short ‘o’ sounds like ‘o’ in ‘pot’, ‘dog’, ‘fog’ – When you see a short ‘o’ object, shout it out! – Examples: ‘pot’, ‘dog’, ‘fog’. Can you find more? – Practice makes perfect | This slide is for a fun and interactive class activity to help first graders recognize and pronounce the short ‘o’ sound in words. Display pictures of various objects and guide the students to identify those with the short ‘o’ sound. Encourage them to shout out the word when they recognize it. This will help them associate the sound with the letter and improve their phonemic awareness. For the activity, you can use pictures of a pot, a dog, a frog, a log, etc. Make sure to praise their efforts to build confidence. If some students are shy, encourage them to participate by gently prompting them with leading questions about the pictures shown.

Matching Game: Short ‘o’ Sound – Match words to correct pictures – Drag ‘short o’ words to images – ‘Pot’ matches with a pot image – Example helps understand the activity – Have fun finding ‘short o’ sounds! – Encourages enjoyment in learning | This interactive matching game is designed to help first graders recognize the short ‘o’ sound in words. Provide a variety of images and words on the board or on a worksheet. Students will drag the word to the corresponding image that represents the word. For instance, the word ‘pot’ should be dragged to the picture of a pot. This activity reinforces phonemic awareness and helps students make connections between sounds and spelling. For the teacher: Prepare multiple examples and ensure that each student has a chance to participate. Consider pairing students up for collaborative learning. Possible words include ‘dog’, ‘log’, ‘top’, ‘mop’, ‘cot’, and ‘sock’.

Practice Time: Short ‘o’ Sounds! – Receive a worksheet with images – Write the ‘short o’ word for each – Look at the picture, think of the word that matches, and listen for the ‘short o’ sound like in ‘pot’. – Raise your hand for help – Don’t be shy, I’m here to help you! – Enjoy learning new words! | This slide is for a class activity focused on identifying and writing words with the short ‘o’ sound. Distribute worksheets with a variety of pictures to the students. Each picture represents a word that contains the short ‘o’ sound. Encourage the students to carefully look at each picture and think of the word that matches it. Remind them to listen for the ‘short o’ sound as in ‘pot’, ‘dog’, or ‘log’. If a student is unsure, they should be encouraged to raise their hand for assistance. This activity will help reinforce their understanding of vowel sounds and improve their ability to match sounds to written words. Make sure to walk around the classroom to offer support and positive reinforcement as they work through the worksheet.

Let’s Read Together: Short ‘o’ Sound – We’ll read a story with short ‘o’ words – Find words like ‘pot’, ‘dog’, and ‘fog’ – Listen for the ‘o’ as in ‘top’ – I’ll read first, then we read together – Spot and remember the short ‘o’ words – Words like ‘hop’, ‘lot’, and ‘mop’ | This slide is designed to engage first-grade students in recognizing and practicing the short ‘o’ sound through a group reading activity. Start by reading a story aloud to the class, emphasizing words with the short ‘o’ sound. Encourage students to listen carefully and try to identify the sound. After reading the story once, invite the class to read together with you, which will help reinforce their recognition of the short ‘o’ sound. As you read, pause to highlight the short ‘o’ words, and after reading, discuss the words they heard. This activity not only helps with phonemic awareness but also builds reading confidence.

Class Activity: Short ‘o’ Word Hunt – Let’s hunt for words in class! – Find objects with the short ‘o’ sound – Look for objects like a clock or a sock – Write each word you find on your list – Share your list with the class – Tell us the words and we’ll learn together | This activity is designed to be a fun and interactive way for students to engage with the short ‘o’ sound. Set up the classroom with various objects or pictures that contain the short ‘o’ sound in their names. Provide each student with a word list where they can write down the words they find. Encourage them to look around carefully and listen to the sounds in the words. Once they find an object or picture, they should write the corresponding word on their list. After the hunt, gather the students and have them share the words they found. This will reinforce their understanding of the short ‘o’ sound and help them recognize it in different words. Possible objects or pictures to include in the hunt could be a clock, sock, rock, or block.

Great Work with Short ‘o’ Sounds! – Excellent work finding short ‘o’ words – Recall the short ‘o’ sound in ‘top’ – It’s the ‘o’ in ‘hop’, ‘mop’, and ‘stop’ – Practice with family at home – Try finding objects at home that have the short ‘o’ sound – Keep listening for short ‘o’ sounds – Listen to words in stories or songs for practice | Congratulate the students on their hard work during the lesson. Reinforce the short ‘o’ sound by comparing it to familiar words such as ‘top’, ‘hop’, ‘mop’, and ‘stop’. Encourage them to continue practicing at home by identifying objects with the short ‘o’ sound or by listening for this sound in words from stories or songs. This will help solidify their understanding and recognition of the short ‘o’ sound in different contexts. Make sure to provide positive feedback to build their confidence in their phonetic skills.