Ow!! That Hurt!!
By: Kylie Brown
Rationale: This lesson teaches children the vowel correspondence ou=/ow/. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling ou. They will learn a meaningful representation (injured man saying Ow!), they will spell and read words containing this spelling in a Letterbox lesson, and read a decodable book that focuses on the correspondence ou=/ow/.
Materials: Graphic image of injured man, cover-up critter, whiteboard or smartboard, Elkonin boxes for modeling and individual Elkonin boxes for each student, letter manipulatives for each child and magnetic or smartboard letters for teacher:; list of spelling words on poster or whiteboard to read; decodable text and assessment worksheet.
1. Say: In order to become expert readers we need to learn the code that tells us how to pronounce words. We have already learned to read short vowels words with o, like top, and today we are going to talk about when o and u are together, they say /ow/. When I say /ow/ I think of funny injured man saying, "Ow! That hurt!" [show image].
2. Say: Before we learn about the the spelling of /ow/, we need to listen for it in some words. When I listen for /ow/ in words, my lips make a big O shape like this and are then drawn together into a little o shape. [Make vocal gesture for /ow/.] I'll show you first: out. I heard /ow/ that made me think of a funny injured man saying "Ow!!" And I felt my lips make a big O and then draw together to make a little o shape [make a circle motion around pursed lips]. There is /ow/ in out. Now I'm going to see if it's in boat. Hmm, I didn't hear /ow/ and my lips didn't make that big O shape and then draw in to make the little o shape. Now you try. If you hear /ow/ say, "Ow! That hurt!" If you don't hear /ow/ say, "That's not it." Is it in count, rain, pants, loud, found, lips.[Have children make a circle motion around their lips when they feel a word says /ow/.
3. Say: Now let's look at the spelling of /ow/ that we'll learn today. The way we spell /ow/ is with a little letter o and little letter u. [Write ou on the board]. What if I want to spell the word proud? "If I do well on this test, my mom will be proud." To spell proud in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /p/ /r/ /ow/ /d/. I need 4 letterboxes. I heard that /ow/ just before the /d/ so I'm going to put the ou in the third box and a d in the fourth. The word starts with /p/, that's easy; I need a p. Now it gets a little tricky so I'm going to say it slowly, /p/ /r/ /ow/ /d/. I think I heard /r/ so I'll put a r right after the p.
4. Say:Now I'm going to have you spell some words in letterboxes. You'll start out easy with three boxes for pout. To pout is when a person folds their lips down to show their displeasure. "Sherry began to pout when she did not get the candy she wanted." What should go in the first box? [Respond to children's answers]. What goes in the second box? I'll check your spelling while I walk around the room. [Observe progress]. You'll need three letterboxes for the next word. Listen for the beginning sound that goes in the first box. Then listen for /ow/. Here's the word: loud. I have a loud voice; loud. [Allow children to spell words]. Time to check your work. Watch how I spell it in my letterboxes on the board: l-ou-d and see if you've spelled it the same way. Try one with four boxes:ground;The ball hit the ground. [Have a volunteer spell it the letterbox on the front board for children to check their work. Repeat this step for each new word.] Next word. Listen to see if this word has /ow/ in it before you spell it: rock; be careful when you climb on the rock. Did you need an ou? Why not? Right, because we don't hear /ow/. We spell it with our short vowel o. [volunteer spells it on the front board.] Did you remember to spell /k/ with a ck? Now let's try another 4 phoneme word: cloud; there was not a cloud in the sky. One more then we're done with spelling and this time you will need five boxes: sounds; that music sounds great. Remember to stretch out to get this tough word.
5. Say: Now I am going to let you read the words you've spelled, but first I'll show you how I would read a tough word. [Display poster with proud on the top and model reading the word.] First I see an ou together. It must say /ow/. I'm going to use a cover-up to get the first part. [Uncover and blend sequentially before the vowels, then blend with the vowels.] /p/ /r/=/pr/. Now I'm going to blend that with /ow/=/prow/. Now all I need is the end, /d/=/prowd/. Proud; that's it. Now it's your turn, everyone together. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]
6. Say: You've done a great job reading words with our new spelling for /ow/: ou. Now we are going to read a book called Slim's Outing. While mom and dad have gone to town, Slim the pig slips out of his pen and Tim and Jan go to the park. Tim and Jan find a mouse at the park a decide to bring it home. Let's pair up and take turns reading Slim's Outing to find out if Slim comes home and what happens when Tim and Jan bring a mouse home from the park. [Children pair up and take turns reading alternate pages each while teacher walks around the room monitoring progress. After individual paired reading, the class rereads Slim's Outing aloud together, add stops between pages to discuss the plot.]
7. Say: That was a fun story. Did Slim make it home? What happened when Tim and Jan brought a mouse home from the park? Before we finish up with our lesson about one way to spell /ow/=ou, I want to see how you can solve a reading problem. On this worksheet, we have some words missing. Your job is to look in the box of word choices, and decide which ou word fits best to make sense of this very short story. First try reading all the words in the box, then choose the word that fits best in the space. ReRead your answers to see if they make sense. [Collect worksheets to evaluate individual child progress.]
Murray, G., Oh, I didn't know!:
Murray, G., Slim's Outing. Reading Genie:
Word List: mound, proud, loud, around, our
___________ best pitcher is on the _____________. So must cheer very _______________. This team is the best ________________. If we win, I will be so very ___________.
Return to the Expeditions index.