Lesson:
"Reading is AWesome!
Beginning Reading Lesson
Rationale:
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.
Materials:
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)
Procedures:
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
Assessment:
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.
Resources:
"Open Your Mouth and Say Ah!" by Alison Chamberlin: http://www.auburn.edu/academic/education/reading_genie/journeys/chamberlinbr.htm
http://www.kidzone.ws/phonics/aw2.gif
