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DODO Learning
Think Once. In Both Languages.
Lesson 14
Little DODO · Phase 3

Buzzing Sounds and Clever Words

Mouse Soup · pp. 14-23 · Format B · Disposition: Observing & Describing · 25 min
Mouse Soup
Pages this lesson: 14-23
Fluency · Tongue Twister
Students practice reading alliterative tongue twisters aloud to build fluency and articulation skills.
Oral Fluency · Alliteration · Repeated Reading · Phonemic Awareness
Introduce

Vocabulary Exploration· 5 min

Sound focus: alliteration (repeated beginning sounds)
Target words
  1. bees 14: “A nest of bees”
  2. buzzing 17: “The buzzing of the bees”
  3. mud 17: “He came to a muddy swamp.”
  4. muddy 17: “He came to a muddy swamp.”
Today we hunt for words that start with the same sound. When words share a beginning sound, we call that alliteration. Listen for bees and buzzing — both start with b. Let's say them together three times fast.
Exploration steps
  1. Say each word slowly and listen for the beginning sound
  2. Clap when you hear the same sound start two words
  3. Make the sound together three times fast
Expected responses
  • bees buzzing
  • mud muddy
  • I hear the b sound
Differentiation

Quiet kids: whisper-chorus with partner. Fast finishers: find two more matching-sound words on any page.

Transition cue

Tap table twice — Reading Time.

Anticipated pitfalls

Don't skip the slow-say first pass or kids miss the phoneme isolation.

Why this matters: Pair words with gestures so kids hear and feel the repeated sounds.

Reading in Class· 10 min

Required reading pages: 14-23
Opening move: Point to the nest falling on the mouse's head on page 14.
The mouse has a problem — bees on his head. Watch how he solves it with clever words. We'll read together, then you'll chorus the mouse's trick with me. Ready?
Read-aloud steps
  1. Picture-walk pages 14-23: bees land on mouse, mouse walks to swamp, mouse tricks bees into leaving
  2. Read aloud once at storytelling pace
  3. Read again with students chorusing the mouse's repeated trick lines
Call-and-response refrains
  1. What does the mouse say each time he steps deeper? 19: “Here is my front door”
  2. What do the bees always answer? 19: “Oh yes”
Expected responses
  • Here is my front door
  • Oh yes
  • The mouse is tricking them
Differentiation

Struggling readers: point to each refrain line as class choruses. Fast finishers: act out the mouse stepping deeper.

Transition cue

Buzz like a bee three times — Questions Time.

Anticipated pitfalls

Don't rush the picture-walk or kids miss the swamp setup that makes the trick work.

Why this matters: Chorus protects kids who can't yet read the tricky vocabulary independently.

Questions Time· 7 min

Comprehension questions
  1. Find two words on this page that start with the same sound. 16: “we like your whiskers”
  2. Which words on this page both start with m? 17: “He came to a muddy swamp.”
Extension

Make a sentence using two words that start with the same sound.

14: “A nest of bees”

What students produce: One sentence with two alliterative words spoken aloud

Now we hunt for matching sounds on the page. Look at the words the bees say. Can you find two that start the same? Point and say them together.
Expected responses
  • we and whiskers
  • muddy and mouse
  • Big bees buzz
Differentiation

Quiet kids: pair-share before whole-class answer. Fast finishers: find three matching-sound words.

Transition cue

Make the first sound of your name — Conclusion Time.

Anticipated pitfalls

Don't accept rhyming words as alliteration — beginning sounds only.

Why this matters: Model first with your own alliterative sentence so kids hear the pattern.

Conclusion· 3 min

Routine: Sound I Found · Disposition: Observing & Describing
Student-facing prompts
Recap: One sound pattern I noticed today was
Take-home: Find two things at home that start with the same sound
You found so many matching sounds today. Let's share one pattern each of us noticed. I'll start: I noticed bees and buzzing both start with b. Now you.
Expected responses
  • mud and muddy start with m
  • we and whiskers
  • The bees said words with the same sound
Differentiation

Quiet kids: draw the two objects instead of naming. Fast finishers: share two sound patterns.

Anticipated pitfalls

Don't let one loud student dominate — count to three before accepting each share.

Why this matters: Same shape every day so kids own the close.