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A Beginning Reading Lesson 

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Rationale:This reading lesson is to teach children about the vowel correspondence ow=/ow/. To be able to read this, children must be able to recognize letters and spellings that map word pronunciations. Throughout this lesson, children will learn to recognize letters, spell, and read words in which the spelling owis included. The representation “Ow, I stubbed my toe!” will help them remember this spelling in a decodable book and a letterbox lesson.

 

Materials:Image of boy stubbing his toe, Lad and Slim, cover-up critter, worksheets, primary paper, pencils, letter boxes, list of words and flash cards for letterbox lesson: Cow, Owl, Town, Blow, Gown, Growl, Arrow, Throw, Frown. 

 

Procedures:

•  Say:To become great readers we need to learn the codes that teach us how to pronounce words. Today we are going to learn about ow and how /ow/ is the pronunciation of ow. When I hear /ow/ I think of when I stub my toe, it hurts so I say “Ow, I stubbed my toe” (show graphic image). When we hear that sound, we know to say /ow/. Can everyone say /ow/? … Great! 

 

• Say:Lets learn how to move our mouth to pronounce /ow/. When I say /ow/ in words, I make my mouth make a big O then form into a little O. Like a big circle, then a little circle (show the class).Listen for the /ow/: how. I heard/ow/ and I felt my lips make a big circle then a little circle. Now let’s try: hot. Did you hear /ow/? I did not! That was /o/ and my mouth moved more like a yawn rather than a big circle to a little circle. (Have the students practice to motion of saying /ow/ with their mouth). 

 

•  Say:Now I want to spell the word gown. “The girl got a new gownfor the ball”. A gown is a long dress. Now let’s spell gownin the letterboxes, first we need to know how many phonemes are in the word, so let’s stretch it out and count: /g//ow//n/. I need 3 boxes. I heard the /ow/ in the middle of the word, so I’m going to put it in the middle box. First, I heard /g/ so I’ll put g in the first box. Now I have /g/ /ow/. Let’s see what is next.Gown. Hmm I heard a /n/ at the end. Let’s put that in the last box. Now put that all together and we have /g/ /ow/ /n/. gown!

 

• Say:Now it is your turn to play with letter boxes! You are going to show me what words you can spell. We are going to start with two boxes. Your first word is cow, “I saw a cowin the field eating grass.” (give the students time to find and place the letters). Your next word is blowand you will need three letter boxes. “She had to blowup 20 balloons for the party.” Repeat this lesson with all the words from the list (Cow, Owl, Town, Blow, Gown, Growl, Arrow, Throw, Frown) Have sentences prepared for each word. 

 

• Say:Now I am going to have you read the words you spelled in your letterbox lesson. Remember what sound the owmakes! Show the class the flashcards with the words from the letterbox lesson (Cow, Owl, Town, Blow, Gown, Growl, Arrow, Throw, Frown). Let the students read the words in unison, then have students volunteer to read a word. 

 

• Say:You have done a great job learning about ow! Now we are going to read a book together called The Smoke Scare found in the Lad and Slimbook. Book talk: Ben got woken up for school by him mom, Ben was acting weird and his dad told him to get ready for school. Ben said he didn’t feel well, but he got ready and went to school. The first thing Ben does when he gets home is yell “fire”. Read the book to see what happens to Ben! Group students together to read the story. Walk around the room and observe the students reading. When every group is done, gather back as a class to discuss the book. 

 

• Say:Now that we have completed our letterbox lesson and class reading we are going to work individually. This worksheet is going to help you spell, write, and recognize ow. After you complete your worksheet, pull out a piece of primary paper and a pencil and write a sentence. This sentence must have three words that contain our new spelling ow. Hand out the prepared worksheet. Make sure the students are working individually so you can see the progress of each child. Observe the children when they are working on the worksheet and help them if they are stuck. 

 

 

Resources:

Worksheet:https://www.teachwire.net/teaching-resources/phonics-worksheet-for-teaching-the-grapheme-ow

Decodable Book: Lad and Slim; The Smoke Scarepg. 99

Graphic:https://thatinkingfeeling.wordpress.com/2014/03/03/the-ouch-factor-stubbed-toes-and-other-woes/

Extra Worksheet: https://www.worksheetplace.com/index.php?function=DisplaySheet&sheet=ow-word-family-worksheet-2&links=2&id=8067&link1=436&link2=430

Reference Lesson:http://www.readwritethink.org/classroom-resources/lesson-plans/voices-spelling-pattern-89.html?tab=4