Ow! That Hurts!


 Megan Kasl

Beginning Reading Lesson Design

 

Rationale: To be a fluent reader and a good speller, students need to realize that some letters in our alphabet form digraphs.  These digraphs can consist of two letters that go together to make up one sound.  An example of this is ou = /ow/.  If children realize that o and u make the /ow/ sound they will be able to match the phoneme with a grapheme.  In this lesson, children will be able to recognize ou = /ow/ in spoken and written words.  They will be able to accomplish this by reading and spelling words containing this digraph.  When reading words containing the diagraph they will stretch out  the sounds in the word to decide whether or not they hear the /ow/ sound.  The will spell words containing the /ow/ sound by using letterboxes and letter tiles.

 
Materials:

The Napping House
by Audrey Wood (enough for all students or for students to work in pairs)

Elkonin letterboxes for each student (for three and four letter words)

letters for letterbox lesson contained in an envelope for each student (s, o, u, r, l, d, m, t, h, c, n)

poster with tongue twister Howie outcries aloud looking at clouds on the mountain written out on it

index cards with letterbox words on them (sour, loud, mouth, cloud, count, scout, hound)

worksheet with pictures for assessment for all students

worksheet with matching pictures and spellings for all students

dry erase or chalk board (can be large or hand held)

dry erase marker or chalk


Procedure:

1. Introduce the lesson and objective to the students.  Write ou on the dry erase/chalk board.  “Boys and girls these are the letters o and u.  Sometimes when we are reading and spelling o and u come together to make the sound /ow/.  We are going to find /ow/ in some written words and we are going to spell words with o and u in them that say /ow/.”

 

2.  “To help us remember that o and u say /ow/ try and think of a time somebody pinched you.  What did you say?  I know I always say Ow!  That hurts!  Lets all say /ow/ together.  OW.” 

 

3.  Take out poster with tongue twister on it Howie outcries aloud looking at clouds on the mountain.  Read this tongue twister to the students.  “Now I want everyone to read the sentence with me, Howie outcries aloud looking at clouds on the mountain.  Ok this time I want you to stretch out the /ow/ in each word like this (you model first) Hoowwie oowwtcries aloowwd looking at cloowwds on the moowwntain.  Now everybody try it with me.  Hoowwie oowwtcries aloowwd looking at cloowwds on the moowwntain.  Good job!”

 

4. “Boys and girls please take out your letterboxes now and the envelope of letters that I handed out to you.  Now we are going to spell out words with the /ow/ sound in them.  It’s important to remember when we are spelling words that we only put one sound in each box.  Remember that o and u work as a team to spell /ow/, so make sure you put both o and u in one box together.” 

 

5. On the board you want to model an example for the students.  You can draw your letterboxes and write in letters on the board so the whole class can see.  “Ok I want to spell the word shout.  Ok I have my 3 letterboxes out in front of me…shhh shhh (put s and h together in first box), oww oww shhh owww (put the o and the u together in the second box), sh ow t (put the t in the last box).  Ok now I see how to spell shout.  I put the s and the h together because they made the /sh/ sound that I heard.  Then I put the o and u together in the second box because they made that /ow/ sound.  Then I heard /t/ at the end so that went into the last box.”

 

6. “Ok boys and girls now I want you to try to spell some words.”  Give them the words and make sure they understand how many boxes each word needs.  They don’t have to figure that out themselves.  It is important that you emphasize the /ow/ in each word and use each word in a sentence so they can also understand its meaning. For example, “The first word is hound.  You will need four letterboxes for this word.  I took my hound dog hunting.  Hound.”  You should do this with all the words below and walk around the room while the students are working so you can give assistance when it is needed.  Make sure each student has either spelled the word correctly or you have showed them how to do it before moving on to the next word.

3 boxes [sour, loud, mouth]
          That piece of candy was sour.
          It was so loud when the space shuttle took off.
          My mouth hurt after I went to the dentist.

4 boxes [hound, cloud, count, scout]
          I took my hound dog hunting.
         There was not a cloud in the sky when we went to the beach.
          I can count the money when the store closes.
          When I was little I was a Girl Scout.

 
7. Partner the children up.  Give each set of students a set of flashcards with the words that they just spelled on them.  “Now boys and girls I want you and your partner to work together to read the words on these cards.  One partner can be the teacher and the other partner can be the student who will read the words.  Then we will switch.  If you are the teacher then you need to show the cards to your partner one at a time and let them read the word.”  Write hound on the board and model for the students, “I want to read this word…hh oowww nnn d.  Oh its hound!”  Give the students’ time to practice reading and a chance to be the teacher.  Walk around the room helping students who have difficulty.

 

8.  Pass out the books to the students of The Napping House.  “Ok we are going to read The Napping House today and everybody is sleeping in the house because it’s rainy and stormy outside and perfect for a nap.  But slowly one by one everybody in the house tries to go to Granny’s bed to take a nap.  Her bed is getting crowded…somehow I don’t think this is going to work.  To find out what happens to Granny and all the other characters read The Napping House.”  Have the students read the book either on their own or with a partner.  You may want to ask them to say the /ow/ sound to themselves whenever they come across a word with it in it.

 

9. As an assessment pass out the worksheet with the pictures on it.  To make the worksheet put pictures of things on there that contain the ou = /ow/ correspondence and things that do not.  “Boys and girls I need you to circle the pictures of things that contain the /ow/ sound we talked about today when you say their names out loud.”  You may want to have an example of one on the worksheet and model it in front of the class.  Then have the students write the name of the thing on the picture.  Make sure you encourage invented spelling.   Tell them that they only have to write the name of the object that has the /ow/ sound in it.  Then have the students do the second worksheet where they match a picture to  the correct spelling of what that picture is.

Pictures of things you could put on the worksheet that do contain the ou =/ow/ correspondence are; house, outfield, clown, couch, mouse, scout, ground.

 Pictures of things you could put on the worksheet that do not contain the correspondence; women, computer, cup, bowl, window, fan, school.

 

References:

 The Loud Trout Shoutshttp://www.auburn.edu/rdggenie/constr/hendriksbr.html

Ow! I stubbed my toe.  http://www.auburn.edu/rdggenie/inroads/caseybr.html

 The Napping House by Audrey Wood (Harcourt Children's Books; 1st  Edition, c 1984.)


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