State the Objective
Tell the children that they will play a game to find a dot and a spot while they make -ot words such as dot, spot, got, and not.

Literacy Activities

Pass a dot 

• Tell the children to listen for -ot words as they play Who Got the Dot?
• Choose a child to be “it” who closes or covers their eyes while the others stand around them in a circle.
• Let the children pass a dot around and chant "Dot, dot, who’s got the dot?"
• Say, "Stop!" and have the children hide their hands behind their backs.
• Have the child who is "it" ask each child in the circle, “Have you got the dot?”
• If the child doesn't have the dot, have them say, "No, I do not have the dot."
• If the child has the dot, have them say, "I’ve got the dot!" 
• Let the child with the dot be "it" for the next round.

Spot the dot  

• Write the words dot, lot, spot, got, and not in a list and read them with the children.
• Explain that spot can mean the same thing as see or notice. 
• Place a few dots around the room when the children aren’t looking.
• Ask the children, “Spot, spot, can you spot a dot?” 
• When the children find the dot, have them grab it and say, “I got the dot!”

Read target words in a text

• Read the Who Can Spot the Dot? target text (see below) with the children. 
• Have the children underline the words that end in ot.
• Break -ot words into individual sounds (e.g., d + o + t, g + o + t, n + o + t).
• Have the children tell you the word you are sounding out.

Generate -ot words

• List -ot words: dot, got, spot, not. 
• Read the words with the children, pointing out that they all end with ot.
• Ask if pot, lot, and hot end in ot, and add them to the list.
• Read the list with the children.  

Identify, blend, and manipulate sounds

• Write -ot, then give the children pieces of paper with consonants written on them (e.g., d, g, h, l, n, p, r).
• Have the children put their consonants next to the -ot ending to create words.
• Help the children blend the word parts and read the words (e.g., hot).

Write about spots and dots

• Perform the actions in the chart below and describe what you are doing.
• Write what you say, leaving blank spaces for the -ot words.
• Let the children supply or write the missing -ot words.