Hot or Not Hot (formerly A Robot Trots on Dots)

Objective

Read and write words that end with -ot

Lesson Plan

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Target Words:

  • spot
  • trot
  • hot
  • dot
  • lot
  • robot

Materials:

  • Robot graphic (see below)
  • Letter cards (see below) 
  • A Robot Trots Dot to Dot target text (see below)

State and model the objective
Tell the children they will play the Hot or Not Hot game and read and write words that end with -ot, such as spot, trot, hot, dot, got, and robot.

Practice the skill within an activity

Play the “Hot or Not Hot’ game

  • Tell the children they will play a game with the robot (see below), write robot on the board, and point out that it ends with -ot.
  • Select a child to be the ‘finder’ and send him or her out of the room.
  • Have another child find a spot to hide the picture of the robot. 
  • Bring the ‘finder’ back into the room and let him or her search for the robot.
    • Have the children say, “getting hot!” when the child is getting close to the hidden robot spot.
    • Have the children chant, “Not hot! Not hot!” when the child gets further away from the robot.
  • Repeat as desired with other children hiding and searching for the robot.   

Apply the skill

Read target words in a text

  • Have the children underline the words that end in -ot in the A Robot Trots Dot to Dot target text (see below).
  • Read the text to the children. 
  • Engage the children in reading the text simultaneously with you. 
  • Read the text again, fading support.

Identify, blend and manipulate sounds.

  • Let the children make different words (e.g. hot) from letter cards (see below) by changing either of the consonants or the vowel.
    • Change the beginning sound(s): hot  dot; got lot; not pot
    • Change the vowel sound: hot hat; got get; lot  lit
    • Change the ending sound(s): hot  hog; dot dog; pot pop
  • For each of the words the children make, have them produce the sounds for each letter and then blend those sounds back into a word.  

Write about the activity using target words and phrases

  • Create an -ot word wall by asking the children to tell you words that end in -ot, supporting as needed.
  • Have the children use the word wall to help them write 2-3 simple sentences using words that end with -ot (e.g., "The dot is hot," "Go dot to dot").

SEEL Target Texts

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A Robot Trots Dot to Dot

A robot can follow dots to get to a special spot. 
A robot can go from spot to spot. 
 
We made a path with lots of dots. 
But the dots were hot, so the robot had to trot. 
The robot had to trot from dot to dot. 
He had to trot on lots of hot dots. 
 
The robot went from dot to dot. 
And he got to the spot at the end of the dots! 
The spot was a dot that was not hot. 
So the robot sat on his special spot!

Printouts

SEEL At Home

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Print

Objective 
Read and write words that end with -ot.

Materials

  • Small robot graphics (see below)
  • Small pieces of paper,(the same size as the small robot graphics

Activity: Spot the Robot

  • Have your child write a word that ends in -ot (e.g., not, hot, trot, hot, lot, dot, robot, and spot) on each of the blank small pieces of paper.
  • Ask your child to leave the room while you partially hide the small robot graphics (see below) and the small pieces of paper around the room.
  • Tell your child that when someone spots something they see it, then let your child look for and spot the papers.
    • If they spot a robot, have them say, “I spot a robot!”
    • If they spot a small piece of paper, have them read the -ot word on it.
  • To help your child find the pieces of paper you can say, “getting hot” (if close) or “not hot” (if far away).
  • When all the robots and papers have been found, let your child hide them and you try to spot them.
  • This game can be repeated as many times as desired.Robots

Standards

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  1. CCSS.ELA-LITERACY.RF.K.3.B: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
  2.  
  3. CCSS.ELA-LITERACY.RF.K.2.D: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

http://education.byu.edu/seel/library/