Brown Cow


               Ashley Wilkins

Rationale: Children need to first have an understanding for individual letters to understand phoneme correspondences. When children can connect each letter with at least one phoneme then they are ready to move on to digraphs. The goal of this lesson is to help students understand the correlation between graphemes and phonemes. This lesson focuses on the grapheme ow=/ou/. This is a digraph because two letters come together to make one sound. This lesson will help students recognize and know when they see the letters o and w together it makes the /ou/ sound.

Materials:

·         primary paper and pencil

·         whiteboard and marker

·         letter tiles: c, o, w, b, r, n, p, l, w, m,

·         letter boxes

·         word page with: cow, brown, plow, brow, mow

·         white copy paper and markers

·         Book: Moo Moo, Brown Cow by Jakki Wood 1996. Publisher: Red Wagons Books.

Procedures:

1. To introduce the lesson I would start off saying: We have been practicing each letter has its unique sound, today we are going to be learning how to put letters together to make new sounds.� Today we are going to focus on the letters ow and how it makes the /ou/ sound.

2. Lets say together brown cow. B-r-ow-n C-ow. Good. Did you hear the /ou/ sound? I did too! We are going to look at some more words that have the letters ow in them and see if they make the /ou/ sound, but first we are going to say our tongue twister.

3.  Tongue Twister: Farmer Brown feed the cow, plowed the garden, and sowed some grass. Lets say it together now. What words did you hear the /ou/ sound? There are three words you should of heard the /ou/ sound in. They are cow, plowed, and sowed. Lets say these words again: cow, plow, and sowed. Good job!

4. Now we are going to look for the /ou/ sound in some more words that have the ow letters. Take out the word page and I will model how to say the words first then I want him to practice saying them. I will take out the letter tiles and letter boxes and models how each of these words are spelled: cow, brown, plow, brow, mow. This will show him that ow=/ou/. After I spell and read each word I want them to read and spell each word. For example, I will say cow. I want him to spell cow in the letter boxes and then say the word. If the word needs adjustments I will talk him through it and show him how to correct his mistake.

5. We are now going to read Moo Moo, Brown Cow by Jakki Wood. In this book we are going to learn about baby animals and their mothers from the eyes on a brown cow. To see what kind of animals we will see we are going to have to read and find out.

6. After reading we are going to write a message about the book.

7.  I will assess them by allowing them to write cow on top of a piece of white copy paper. Then we are going to write ow=/ou/. This way he want forget that the letter ow make the /ou/ sound. Then he will be able to draw a picture of a cow.

References:

Fishing for Some Shopping. Caroline Trefethen

http://www.auburn.edu/academic/education/reading_genie/voyages/trefethenbr.html

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