learn how to read and write, children need to be aware that spoken
phonemes that are the sounds of the letters. They also need to
the relationship between these sounds and the letters that represent
them. In this lesson students will learn to identify w = /w/ in written
and spoken words. The students will learn this goal by associating the /w/
sound with a gesture and learning to locate the /w/ in words that we read and
paper and pencil
Chart with “When William wakes up he wiggles while he waits for his
cards of the following: whale,
water, walrus, watermelon, well (water), wave, witch, wood, wings,
by Doreen Cronin
- Introduce the lesson by
explaining that all of the letters of the alphabet have different
sounds. Also explain that our mouths move differently when we say
the different letters.
- Ask the students, “Have you
ever seen worms move from side to side? Do you know what that is
called? You’re right, it’s called wiggling. What sound do you hear at
the beginning of wiggle? Correct. You hear the /w/ sound in wiggle.
Now, let’s all make the /w/ sound together.”
Demonstrate the /w/ sound and then have everyone join in. “Great
job! When we make the /w/ sound, does anyone notice what your
lips do?” Demonstrate with exaggeration the act of making a
circle with your lips. Ask the class to do this with you. “Some
words that have the /w/ sound are, water, wet, whale, and wow. Everyone
say /w/ as you wiggle around.”
- “Now let’s try a fun tongue
chart]. Read it to them first and then explain the activity with
the tongue twister. “When William wakes up he wiggles while he
waits for his waffles.” “This time when we read the tongue twister,
every time you hear and say the /w/ sound, pretend you are a worm and
wiggle in your seat.” Repeat the activity until all of the
students are wiggling at the correct times.
- [Practice writing the letter W]. Have students take out a
piece of primary paper and a pencil. “Now that we all know
what w sounds like, we’re going to learn and practice how to write the
letter w. (Model on Board). Everyone
pick up your pencil and follow my instructions. Remember that the
top line is the roof, the dotted line is the fence, and bottom line is
the sidewalk. We are going to make a capital W. To make the letter w,
start at the roof slant down to the sidewalk. Next, draw slant line up
to the roof. Then, take your pencil and slant up to the fence. Then
take your pencil and slant down to the sidewalk. Now, take your pencil
and slant up to the roof. Now, I want all of you to make 5 more capital
W’s while I walk around and see how good they are.” Walk
around and help students who need more guidance. When they have
all mastered this, continue. Okay, now we are going to make a lowercase
w. We are going to start
at the fence slant down to the sidewalk and slant back up to the fence.
Then once again, slant down to the sidewalk and slant up to the fence.
Very good. Now, I want you to write 5 more lower case w’s while I walk around and see how
good they are.” Again, walk around and help students who need more
guidance. Once they have all mastered this, continue with the lesson.
- “Okay, now I’m going to give
you a couple of words. Tell me which one you hear /w/ in.
(Model). For example, I will say, ‘Do you hear /w/ in wet or bat?
www – eee –ttt Wet. bbb—aaa—ttt . bat. I hear the /w/
in wet, www-eee-ttt. (Model how to tell that /w/ is in wet, by what
your mouth is doing when doing when you say /w/). Now, let's try
this with the rest of
you hear /w/ in:
help or walk?
watch or clock?
walrus or chicken?
sail or wag?
where or here?
cake or wait?
“To practice a bit more, I’m going to show you a couple of
want you to say what the picture is and if it has the /w/ sound,
you to wiggle like a worm in your chair.” [Hold up
picture cards with the
following: whale, water,
walrus, watermelon, wave, witch, wood, wings,
- Read Wiggles, by Doreen
Cronin. Tell students to raise their hands every time they hear
the /w/ sound. When
they do this, write the words on the board. After reading, have
them look around the room and see if they can find other words with /w/ in them. Talk about the
For assessment, give the
students a worksheet with pictures and words containing the
correspondence w =
/w/ mixed with words that do not. The students will circle the
and words that have w = /w/.
Marilyn Jager. Beginning
to Read: Thinking and Learning About Print. 1990.
Atheneum Books for Young Readers: New York, 2005.
Teaching Decoding in Holistic Classrooms. Prentice Hall, 1995.
Click here to return to Constructions.