“Loud Cows All Around”
Carlie Larson
Beginning
Reading
Rationale:
It is crucial that children learn and understand
vowel
digraphs and how letters can correspond with phonemes.
This lesson will consist of students learning
the ou=/ow/ correspondence in which they will learn in both spoken and
written
words through reading and spelling. A
letterbox lesson will also be included with teaching this
correspondence.
Materials:
Letterboxes
Letters (manipulatives)
Chart Paper with tongue twister (Our owl in the
outfield is
an outcast.)
Flash cards with letterbox list
Procedures:
- Introduce the lesson by posting a
picture of a doctor giving a shot to someone in the doctor’s office and
underneath the picture write “ou.” 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.
- Ask the students:
How many of you have ever seen a COW? Now,
have any of you ever heard the sound a cow makes? Is
it a loud or quiet sound? Do you hear the
/ow/ sound in loud and in sound? Let’s say
the /ow/ sound together now.
- The teacher should write down the
tongue twister on chart paper: Our owl in
the outfield is an outcast. Read the
tongue twister to the students and then have them say it aloud and with
you (the teacher) the next time. Make sure
that the next time the students say the tongue twister, they accentuate
the oooowww in the tongue twister.
- Have the students set out their
letterboxes and letters and inform them that they will be spelling
words using the letters ou. Demonstrate to
the children how the letterbox activity works by telling them that each
box will represent a sound and the letter/letters that represent that
sound. For example, since ou says /ow/, we
will put them together in the same box. The
teacher will then model the letterbox activity and have the students
follow along with him/her. The teacher
should start out with an example word such as pout, and then drag out
the sounds to model them in their correct letterboxes (p-ou-t). Now the teacher will give the students a list
of words for them to try in their own letterboxes.
Words for students to spell (2) out (3) loud, mouth, couch,
heat, kite (4) round, mount. The teacher
should set up the appropriate letterbox amounts for each word, for
example, loud would have 3 letterboxes since the o and u are placed in
the same letterbox. When the teacher is
pronouncing the words aloud to the class, he/she should stretch the
sounds out, give the students enough time to complete the activity, and
observe the students to make sure they are doing the activity correctly.
- Assign students to a partner and have
them practice saying the words on the flashcards, which consists of the
/ow/ correspondence, back to each other. Once
the students are finished, they will swap flashcards and repeat the
activity.
- Book talk: “Cowboy
Gene has eight cows and Cowgirl Sue has eight cows that are separated
by a fence. Well, one day a tornado comes
and blows away the fence. Now the cows are
all mixed up together. Do you think Cowboy
Gene and Cowgirl Sue will ever be able to find out whose cows are whose? In order to find out, you need to read the
book entitled “Sixteen Cows” by Lisa Wheeler. The
teacher can then have the students read the book “Sixteen Cows” and moo
like cows they hear the /ow/ correspondence. The
book might then need to be placed in a reading center for the students
to look at later on individually.
- Assessment will take place at the end
of the lesson when the teacher will listen to the students give a one
minute read on the book “Sixteen Cows”. A
running record may also be a good assessment, but should be implemented
later on when the teacher has time to sit and listen to every student
individually.
References:
Williams, Clarissa. Ow! That
Hurts.
http://www.auburn.edu/academic/education/reading_genie/catalysts/williamsbr.html
Sixteen Cows by Lisa
Wheeler
(Harcourt Children’s Books; c 2000-2007)
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