Dot, Dot, Who Has Got the Dot


Blend a beginning consonant or consonant blend with –ot to make words such as dot, spot, and got.

Lesson Plan

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Target Words:

  • dot
  • spot
  • got
  • not


  • Dot and Spot Graphics (see below)
  • Letter cards (see below)
  • Who Got the Dot? target text (see below)

State and model the objective
Tell the children they will play a game to find a dot and a spot while they add sounds to the –ot ending to make words such as dot, spot, got, and not. 

Practice the skill within an activity
Pass the dot and spot and find the dot and spot

  • Explain to the children that they will play a game called Dot, Dot, Who Has Got the Dot? secretly passing a dot (see below) around the circle so the child that is "It" can't see it, and ask them to listen for words that end in -ot.
  • Tell the children that when you say, "Stop, dot," everyone needs to close their hands as if they had the dot hidden in their hand, and "It" will try to guess who really has the dot.
  • Choose a child will be “It” and have him or her stand off to the side, facing away from the game, while all the other children sit in a circle.
  • Give a dot to one of the other children to pass around the circle, keeping it hidden from view. 
  • Have children chant, “Dot, dot, who got the dot?” as they pass the dot.
  • When the dot has been passed several times (person to person or around the circle depending on the size of the circle), say, “Stop, dot!” and pantomime hiding the dot in your hand to remind the children to pretend to hide the dot in their hands.
  • The child who is “it” will turn to face the circle and go from child to child asking, “Have you got the dot?”  
    • If the child who is "It" picks a child that doesn't have the dot, that child will say, "No I do not have the dot."
    • If the child who is "it" picks the child with the dot, that child will say, "Yes, I have got the dot" and be "It" for the next round
  • Play a few rounds with the dot then trade the dot for the spot, and change the chant to, “Spot, spot, who has got the spot?”
  • Ask the children to tell you the words they heard in the activity that ended in -ot as you write them on a chart or board.
  • Challenge the children to think of more words that end in -ot, add them to the list, then read the words aloud with the children, supporting as needed.

Apply the skill
Read target words in a text

  • Read the target text Who Got the Dot? (see below) together as a class/group. 
  • Read the text again fading support.
  • Have the children underline the words that end in –ot.

Identify, blend and manipulate sounds

  • Have children blend individual sounds into words by the by tapping their shoulder (beginning sound), their elbow (middle sound) and fingers (ending sound) then clap to say the whole word (e.g. /d/ tap shoulder, /o/ tap elbow, /t/ tap fingers = cat clap hands).
    • /d/ /o/ /t/ = dot
    • /g/ /o/ /t/ = got
    • /n/ /o/ /t/ = not
    • /h/ /o/ /t/ = hot
  • With word blending cards (see below), have the children make new words by changing the vowel or either of the consonants:
    • Change the beginning sound: dot → got; not → hot; pot → rot
    • Change the ending sound: dot → dog; hot → hop; pot → pod
    • Change the middle sound: got → get; hot → hat; pot → pit

Write the target word

  • Display target words on a word wall (i.e., dot, spot, hot, got). 
  • Refer the children to the word wall and have them write a sentence or two expressing ideas from the lesson activity or target text (e.g., I can spot the dot.).

SEEL Target Texts

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Who Got the Dot?

Dot, dot, who has a dot?
Spot, spot, where is the spot?
Do you have a dot?
No, you do not.
Do you have a spot?
No, you do not.
Dot, dot, where is the dot?
Spot, spot, who has the spot?
You have a spot! 
I see the dot!
Now you find the dot and the spot!


SEEL At Home

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Blend a beginning consonant or consonant blend with –ot to make words such as dot, spot, and got.


  • -ot word cards (cut out and lay face up on the table)
  • small dot (cut out of paper) 

Activity:  What Has Got the Dot?

  • Have your child turn and face away from the game while you hide the dot underneath one of the -ot word cards.
  • Your child will try to find the dot by choosing one of the word cards, reading the -ot word on the card by saying the individual sounds then blending them together (e.g. cot = co - t, cot), and asking, "Has _ot got the dot?"  Repeat until the dot has been found.  Once the dot is found, switch roles and let your child hide the dot.  
  • Switch roles again, this time hiding the spot underneath the word cards.
  • Have your child draw spots and dots on a sheet of paper and help him or her write an -ot word from the activity inside each spot or dot.  Read the words on the spots and dots together by saying the individual sounds then blending them together (e.g. dot = do - t, dot).
  • The activity can be repeated several times.-ot-word-cards


See More

CCSS.ELA-LITERACY.RF.K.3.D: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

CCSS.ELA-LITERACY.RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words.