Ow! That Hurts!
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.
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.
I can count the money when the store closes.
When I was little I was a Girl Scout.
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.
References:
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