Ow! That Hurts
Rationale: When learning to read and spell words, children need to understand vowel digraphs so they can match letters to phonemes. In this lesson, children will learn the ou=/ow/ correspondence. They will learn to recognize it in both spoken and written words by practicing reading and spelling in this lesson. A letterbox lesson will be implemented to help children understand the ou = /ow/ correspondence.
Materials: Letterboxes for each student and letters for each student: c, d, g, h, ch, l, m, n, o, r, s, t, u, chart paper with tongue twister, (our owl in the outfield is an outcast), flash cards with letterbox list on them, The Napping House by Audrey Wood, a picture of a person being stung, a picture worksheet pictures are as followed: book, couch, house, lamp, mouse, stove, window, ground.
Procedures: 1. Introduce the lesson by writing the "ou" on the board. When we see the o and u together, they make the /ou/ sound in many words. Today we are going to practice recognizing ou as /ow/ in spoken and written words.
2. Ask students: Have you ever stumped you toe on something and said OW!? Or been stung by a bee or a mosquito? Well, when o and u are together in words, they team up to say /ow/. Let's all say that together ö "/ow/!"
3. Write, "our owl in the outfield is an outcast” on chart paper. Read tongue twister to the students and then say now let's all say it together ‘our owl in the outfield is an outcast.' Let's say it again, this time stretching out the /ow/ in each word: Ooowwr owl in the ooowtfield is in an ooowtcast” Great job everyone!
4. Ask students
to take out their Letterboxes and envelope of letters. Now we are going
to spell out some letters with ou in them. When we spell the words, we
will spell only one sound in each box. Because ou works as a team to
spell /ow/, both o and u will go in one box. Are there any questions?
Model an example on the board for students and ask them to follow along
with you at their desk. I am going to write a word on the board
about now I’m going to sound out each sound a-b-ou-t and put it in
each correct box. Now you all will do it and if you have any questions
just raise your hand and I will help you.
Words for students to spell:
Out, loud, mouth, couch, stout, sound, ground, shout, sea, come
(Shows number of boxes needed)
Ou-t, l-ou-d, m-ou-th, c-ou-ch, s-t-ou-t, s-ou-n-d, g-r-ou-n-d, p-e-a, m-a-n, s-i-ck.
Say each word slowly, emphasizing the /ow/ and use each word with a sentence. Give students time to spell each word and walk around the room throughout the activity to see how students are doing.
5. Allow students to choose a partner and give each pair of students a set of flash cards with letterbox words on them. Now we are going to practice reading the words we have just spelled. Show the cards to your partner one at a time to practice reading the words. When they have finished the two of you will switch the cards and the other partner will read the words.
6. Book Talk: “On a very rainy and stormy day, everyone decides it is perfect weather for a nap. Everyone in the house decides they want to go to Granny’s cozy bed to take a nap. Slowly they all crawl into bed with Granny. But suddenly Granny begins to get very crowded. Do you think everyone will fit? I don’t know in order to find out you must read “The Napping House”. Have students read The Napping House. Ask them to shake their hands whenever they hear a word with /ow/ sound in it. Leave the book in the reading center for students to practice reading on their own or obtain multiple copies of the book for individual practice.
assessment, distribute worksheets to students. Tell them to circle the
pictures of the words containing the /ow/ phonemes and then write the
spelling of the word beneath the picture. (Pictures included:
book, couch, house, lamp, mouse, stove, window, ground) Also allow each student
to read "The Napping House" once again and make sure
each student understands that the ou makes the /ow/ sound. I will also have them
write the words with the correct spellings below the pictures.
(Pictures I will include are: couch, book, fountain, box, cow, fox,
house, and a window). When they are finished, I will have each student
individually read the words on the worksheet to me.
Buck, Lauren. Shout Out Loud. www.auburn.edu/rdggenie
The Napping House by Audrey Wood (Harcourt Children's Books; 1st Edition, c 1984.)
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