State and Model the Objective
Tell the children that they will pretend to be dogs, frogs, and hogs and that they will read and write short-o words, such as dog, jog, log, frog, hop, and trot.

Literacy Activities
Introduce target words

• Show the children the short-o target words.
• Read the words with the children and point out the short-o sound.

Pretend to be dogs, frogs, and hogs

• Tell the children that they will pretend to be dogs that jog, frogs that hop, and hogs that trot.
• Demonstrate jogging, hopping, and trotting.
• Give each child an animal name tag (see below) and have them split into groups.
• Tell the children with dog name tags to jog, the children with frog name tags to hop, and the children with hog name tags to trot.
• Have the children repeat the Dog, Frog, and Hog chant (see below).
• Help the children use short-o words to write phrases about dogs, frogs, or hogs (e.g., dogs jog, frogs hop, hogs trot).

Read Dogs Can Jog

• Read the Dogs Can Jog target text (see below) with the children.
• Choose one child to act out the dog, one child to act out the frog, and one child to act out the hog.
• Have the children read short-o words (e.g., dog, frog, hog, hop, trot).
• Have the children write short-o words from dictation.

Blend and segment short-o words

• Segment short-o words into phonemes (e.g., d + o + g) and ask, “What word did I say?”
• Write a word (e.g., hop) and ask:
  • What sounds do we hear? (e.g., h + o + p)
  • What is the first sound? (e.g., /h/)
  • What is the last (or ending) sound? (e.g., /p/)
  • What is the middle sound (or the vowel)? (e.g., /o/)

Identify, blend, and manipulate sounds

• With word-building cards (see below), have the children make new words by changing a consonant or the vowel.
  • Change the beginning consonant: dog→ fog, hop→ pop, not→ lot
  • Change the vowel: cat→ cut, dig→ dug, net→ not
  • Change the ending consonant: hop→ hog, pop→ pot, rod→ rot