Lesson:  "Reading is AWesome!


Beginning Reading Lesson

Dani Rosener





This lesson will help students blend with the aw says /aw/ correspondence.  Students will learn to recognize, sound out and blend the phoneme /aw/ into spoken and read words, by learning meaningful representation, (clasping their hands and singing "Aaaaw!" as if they were in a choir), and recognizing the /aw/ sound in words and adding words with the sounds /aw/ into their sight vocabulary.  This will be accomplished through a letterbox lesson.   




Chart with "Honoring Auburn is always awesome." 

Flashcards with the written words: tall, gnaw, joke, catch, flaw, straw, cone and yawn

Assessment worksheet identifying picture with /aw/ at: http://www.kidzone.ws/phonics/aw2.gif

Poem with /aw/ word families; Drawing Problems by Dani Rosener

Letterboxes (one with 2 phoneme tiles, one with at least 4)




1.  Say: Of course we can use our skills to decode our /aw/ words, but I would like for us to practice blending that "Aaaaaw!"sound into words we are reading. (demonstrate gesture)


2.  Remember our tongue tickler, "Honoring Auburn is always awesome!" As we hear our sound "Aaaaw!" in our tongue tickler, I want you to do your choir gesture! Great!


 3.  Now I know you understand the sound /aw/ makes.  Let's read a little poem about Lonny, a little dino with quite a problem.  I want you to listen for the /aw/ sounds as I read this poem to you. 



"Drawing Prawblems" by Dani Rosener


Lonny is my name and I love to draw.

But sometimes those pencils are as small as straw!

I simply cannot draw with my giant claw!

By law, it's no flaw to have a claw,

But to draw would be easier

If I could just have a small paw!


4.  Now that I have read this poem to you, let's read it together.  If you hear the /aw/ sound, I want you to sing "Awww!" and do our gesture!

(Have student read aloud with the gesture)


5.  Spell the words tall, gnaw, joke, catch, flaw, straw, cone and yawn in a letterbox lesson. 


6.  During the reading of a decodable poem, take miscue notes.  If stopped, have student read the entire sentence through.  Using context clues as a reading strategy, the meaning of the word they are stuck on may be triggered.  If unsuccessful, try cover-ups as a scaffolding method (vowel, body, coda). After either step, have the student reread the sentence once more for meaning.  Remember 4 trials can get the word into sight vocabulary.


7.  Great job reading!  I like how you went back to the words you realized were difficult and used your gesture to help you with the /aw/ sound.  Now, let's take a minute to see if you recognize which of these words have the /aw/ sound in them.  Do you hear /aw/ in small or drain?  jelly or fawn? draw or drip?


8. Remember Lonny and his drawing problem? Remember how my poem used the /aw/ sound.  I would like for you to write your own short poem using our /aw/ sound. Spell the best you can, but I'm really looking for the sounds.  Then, I would like for you to read it aloud to me!  After, I would love to put it on my bulletin board!


9.  Thank you so much for that wonderful poem!  We will be reading some flashcards to see if you know some new words!  (Show the word cards). They may need to use segmentation strategies before blending the sound smoothly back into the word, such as stretching the words out in their mouth to find the phonemes. Save missed flashcards to review at a later time.


10.  Pass out /aw/ worksheet from:  http://www.kidzone.ws/phonics/aw2.gif




Use worksheet as an assessment piece for further planning purposes.  Flashcards of missed words will also need to be readdressed, and the poem kept as a representation of their comprehension of the lesson.  Also, miscue notes need to be reviewed for missing correspondences as well as progress levels. 




"Open Your Mouth and Say Ah!" by Alison Chamberlin: http://www.auburn.edu/academic/education/reading_genie/journeys/chamberlinbr.htm




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