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OWW! I am hurt!
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Rational: By correlating ow=/ow/ with the sound you make when you stub your toe, allows for them to recognize and remember this sound when they see or hear it in words. In this lesson children will learn to spell, read, and recognize words with “ow”. With this representation of saying OW!, they will be able to spell and read words with this letter combination. The activity in the end with allow the students to match "ow" words to pictures that the children already know. This will help them to be able to see that "ow" words are used everyday.
Materials: Image of man stubbing his toe; cover-up critter; Elkonin letterboxes for each student; projection board; manipulatives for each child and magnetic letters for educator: g, r, o, w, l, c ,n ,t, s, a ,e, d list of spelling words on poster to read: growl, clown, owl, town, cow, scowl, race, rode; decodable book, worksheet.
Procedures
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Say: we have learned about short vowel o like in the word pot, and we know that w makes the “w” sound like in watermelon. But today we are going to learn what o and w say when they are together in a word. They make the /ow/ sound, I often think that this sounds like when I fall down or hurt myself I often go “OW! That hurt!” (show graphic). This is exactly the sound that o and w say when they are together.
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Say: First we are going to listen and see if we can hear the ow sound. When I said the ow sound, I can feel my lips making and big circle then making a smaller o. (demonstrate). Let’s see if you guys can identify what words have the ow sound. Let’s try, does cow go from a big circle to a little circle, Your right! How about goat, hmmm not quite it was more of a little circle the whole time. Know if ya'll hear the ow sound say, “Oww that hurts!” If you don’t hear it say, “not quite”. (owl, pan, town, cow, scowl, hold, mice, brown)
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Say: what if I want to spell the word cow? To spell cow in letterboxes, first we need to know how many phonemes I have in the word, so I stretch it out and count /c//ow/. I need 2 boxes. I heard /ow/ at the end of the word, so I am going to put o and w in the last box. I hear /c/ before the /ow/ sound, so I’m going to but a c in the first box. /c//ow/. Now I am going to show you how I would read a more challenging word. Clown. There were clowns at the circus. I am going to start with the beginning letters it; c-l /cl/, cl-ow, /cl-ow/ cl-ow-n/. Perfect! Do any of you guys like clowns?
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Say: now I’m going to have you spell word in letterboxes. Let’s start off early with two boxes. The word is owl. “The owl came out at night” I’ll walk around the room incase, anyone needs help. (observe). Next, you’ll need three letterboxes for these next couple of words. Make sure that you listen to all of the sounds in the word. /t/ /ow/ /n/ (town). The girl walked into the town. (town, growl, clown, owl, race, rode)
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Say: now I am going to have you read words that you have already spelled. (owl, cow, clown, growl, town). Have the children read the words together and then call on them to read individually words
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Say: now we are going to read a book called The Clown Who Lost Her Smile. It is a book about a clown that lost the ability to smile. How sad is that? So, what we are going to do is take turns reading the book in partners and then come together as a class and read the book again and discuss.
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Now that we are all expert readers of /ow/ words we are going to do this worksheet. I will walk around to see if you have any questions and will collect the worksheets when you are done.
Resources:
https://www.readinga-z.com/book/decodable.php?id=64 (Clown that Lost Her Smile Book)
https://www.tes.com/en-us/teaching-resource/-ow-making-the-ou-sound-worksheets-6333441 (worksheet)
https://clipartart.com/categories/hurt-person-clipart.html (graphic)
http://wp.auburn.edu/rdggenie/
Rachel Lee "OW! My Toe!" https://sassyrach88.wixsite.com/auburnedu/beginging-reader
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