Tuesday, March 4, 2014

Explicit Phonics au, aw





Explicit Phonics Lesson
Au/aw - /ô/  as in Paw

Day 1

Phonemic Awareness:
          We have studied digraphs. What is a digraph? (2 consonants  that come together to make a unexpected sound.) Name the digraphs we have studied. ( sh, ch, th, wh)      
          Can you give me some diphthongs that we have studied this year? (ou/ow as in how, oi/oy as in boy, long oo as in zoo, short oo as in book.) Briefly review the diphthongs using the picture sound/spelling cards.
          The sound we are studying today is /ô/ as in paw. It can be spelled two ways: au and aw. As in the ow spelling, the w becomes a vowel when it follows the letter a. What are the spellings for /ô/? (au and aw)



PA (oral)
          I am going to say some words. I want you to tell me if the /ô/ sound is in the word or not. For example, if the word is saw, you would give me the thumbs up signal because the word has the same sound as in the word paw. If the word is sat, you would give me the thumbs down signal because it does not have the /au/ sound.
          Pronounce these words to have the students indicate if the word has the /au/ sound:

law               shawl           loud             gnaw            not              haunt
bawl             fault            draw            drew            haul             crawl


Spelling Generalizations:
Use au at the beginning or in the middle of a word for the “ô” sound.
Use aw at the end of a word for the “ô” sound.
If a single l, n, or k follows the “ô” sound at the end of the word, use aw.



Decoding:
          The sound /ô/ is usually spelled with au when it is in the beginning or middle of the word and aw when the sound is at the end of a word. (Refer to the paw sound card.) Use two colors of markers to write /au/ words one spelling at a time on the board as the class sounds out and then blends the words as a group.
          * Be sure to draw attention to the gh being silent in some of the words. It might be useful to call them the “ghost letters” in the words. They are there, but you don’t know it from listening to the word.
                   law               dawn            lawn             thaw
                   shawl           drawn          straw           awful
                   taunt           pause           taught         because
                   fault            caught         haunted       daughter

          After the words are decoded, briefly discuss meanings of words that may be unfamiliar to the students. Reread the lines of words with the class. Then give clues and have the students tell their buddy which word is the answer. Call on one set of buddies to give and spell the answer. Circle the words on the board as they are given as answers. Clues could be:

1.     Used to drink with…straw
2.    Synonym for rule…law
3.    Stop for a little while…pause
4.    He ____ the ball…caught
5.    First light in the morning…dawn
6.    Antonym for great…awful
7.    Grass in front of a house…lawn
8.    Large sloth wrapped around the shoulders for warmth…shawl
9.    The frozen meat had to _____…thaw
10. what a spooky house might be called…haunted
11.  Synonym for tease…taunt
12. A daddy’s girl…daughter
13. Teach in the past…taught
14. Might begin the answer to a why question…because
15. A word used to blame someone for something bad...fault

The last word (drawn) is read by a student and used in a sentence. This exercise will give practice in reading words with the /au/ sound and will help expand vocabulary at the same time.

Reading Decodable Text:
Have student Buddies practice reading the phrases (You will need at least one copy for each pair of students.)
         
         
Day 2

Review:
          Review  the au /aw sound using the Paw Sound Spelling card introduced yesterday.

Phonemic Awareness:
I am going to say a word that has the /au/ sound. I want you to tell me if the /au/ sound is at the beginning, in the middle, or at the end of the word.  For example, if the word is law, you would give me the signal for the sound /au/ being at the end of the word. (Each student could use cards with B, M, and E. Another procedure could be to use thumbs up for beginning, thumbs down for ending, and right hand between the thumb and fingers of the left hand for middle.)
          Pronounce these words to have the students indicate where in the word the /au/ sound is heard:

dawn            jaw              awful           straw           crawl           gnaw
August         fault            haunt           fawn            flaw             awning        

Decoding:
          Write the following words on the board as the students sound and blend into words (see Day 1. Use buddy strategy for more student engagement.)

          crawl           raw              bawl             gnaw
          launch          vault            faucet         fraud
          flaw             awning         yawn             claw
          laundry         August         crawfish      pauper
         
Use these clues or make up your own (be sure to push the vocabulary factor):
1.     Synonym for chew…gnaw
2.    Move on your hands and knees…crawl
3.    Things that need washing…laundry
4.    To breathe in with a wide open mouth...yawn
5.    A bad spot in something; not perfect…flaw
6.    Synonym for uncooked…raw
7.    Eighth month of the year…August
8.    Synonym for spigot; water comes from it…faucet
9.    To cry loudly…bawl
10. Fingernail is to human as _____ is to cat…claw
11.  Very poor person…pauper
12. Another name for the safe in a bank …vault
13. To push a boat off into the water (or a rocket into space)…launch
14. A crustacean;(an animal) …around
15.  Someone is cheated…fraud

Have a student read the last word (awning) and use it in a sentence.

Reading Decodable Text:
          Have student Buddies practice rereading the phrases.
 

Day 3

Review:
          Use Sound Spelling cards to review /ô/ as in  au and aw. Have words with these spellings on flashcards (about 8) to quickly practice decoding.

Word Building:
          Using a pocket chart and letter cards or magnetic letter tiles work through the word chain:

raw              vault            because                
draw            fault            cause                    
drawn          flaunt          clause                   
dawn            haunt           pause                   
lawn             haunch         sauce                    
law               launch
claw             staunch
caw
raw
awl
crawl
shawl
Shawn


Encoding:
          Use the dictation procedure.
          1.       ou      oi       au      ew      aw
          2.       claw        crawl          straw      
          3.       pause      cause      because
          4.       August         laundry
          5.       We will launch the rocket now because it is August.

Reading Decodable Text:
Provide students with copies of sentences. Have them locate and circle words with the au/aw spelling. Then practice reading the sentences with buddy strategy.

Day 4
Review:
          Review quickly the definition of a diphthong, and the sounds of au and aw. Have the students give words that have these target sounds. List them on the board with the students’ help in spelling them.

“Chunking” Words:
          Write these words on the board one at a time. Circle syllables and have the students read that syllable. Once all syllables are circled, blend the syllables into words. (Always discuss word meanings as necessary.)

withdrawn             redrawn                 lawyer                   somersault
distraught             overdrawn             default                  assaulted

Reading Decodable Text:
 Reread sentences from Day 3 and phrases from Day 2  using the buddy strategy.

Day 5
Review:
          Review quickly the definition of a diphthong, and the sounds of au and aw using the sound spelling cards. Using about eight word cards, have Buddy A read the first word and tell a sentence using the word to Buddy B. Call on one Buddy A to share their sentence. Then for the next card, Buddy B reads and tells a sentence using the word to Buddy A. Continue until all the word cards have been used.

Encoding:
          Use the dictation procedure:
          1.       aw        oy        ow        au       ou
          2.       lawn             dawn            flaw  
          3.       fault            haunt           taunt 
          4.       taught         caught         drawn
          5.       daughter         withdrawn
          His daughter taught her dog to shake with his paw (on the lawn).

Reading Decodable Text:
Have the students count how many words that have the /ô/ sound that they can find in the story "Paul's New Puppy". Read the passage to the students, have the class read it chorally, and then have buddy A read to buddy B. Then B will read to A.

                                         


au/aw Phrases

1.   use a straw
2.  eat the cole slaw
3.  gnaw on his claws
4.  bawl loudly
5.  taught the law
6.  a fawn vaulted
7.  saw a long yawn
8.  claw of a hawk
9.  the last straw
10. caught the ball
11. a long yawn
12. a lawn at dawn
13. a crawfish crawls
14. all your fault
15. a broken faucet
16. flaw in the shawl
17. gnaw on a straw
18. taught to draw
19. crawl in the straw
20. an August dawn
21. a spotted fawn
22. drawn with chalk
23. a haunted house
24. launch the boat


  
                 au/aw Sentences

1.      It’s my fault the faucet broke.
2.    The lines were drawn for the ballgame.
3.    Paul taught Paula how to draw a fawn.
4.    We sat on the lawn of the haunted house.
5.    The dog yawned and lay in the straw.
6.    His paw was raw from crawling on the rocks.
7.    We saw a fawn on that August dawn.
8.    They can’t launch the boat in the awful storm.
9.    Shawn taught me how to put up the awning.
10.      Her daughter bawled because she lost her   shawl.
11.       The lawyer paused to yawn.
12.      Haul the junk to the lawn at dawn.
13.      Turn the faucet on and do your laundry.
14.      Paul caught a nap before he taught the class a new law.



Paul's New Puppy

Paul got a new puppy. The puppy's only flaw was that
 
he liked to gnaw on everything! He would even gnaw on

his own paw until it was raw! At dawn Paul caught him

gnawing on his shoes. It was Paul's fault because he

left the shoes out on the lawn. Paul finally taught him

not to gnaw on everything.



10 comments:

  1. Your blog is amazing! It's helping me teach my students with reading difficulties. Thank you for posting. =)

    ReplyDelete
    Replies
    1. Thank you Samantha for taking time to give me feedback! It does my heart good to hear it is helping students learn to read!

      Delete
  2. Do you know why lawn is spelled with the aw, but laundry is spelled with au? They both have an n following the /aw/ sound?
    Thanks!

    ReplyDelete
  3. Lawn is spelled with aw because the / ȯ / sound is followed by just a n or l, so it is usually spelled with aw. If you hear the / ȯ / sound and the n or t is not alone, you usually use au as in haunt or fault. Check this amazing site to learn more.

    https://www.theliteracynest.com/2019/07/spelling-strategies-for-vowel-teams.html

    ReplyDelete
  4. Why is haul spelled with au?

    ReplyDelete
  5. Why is haul spelled with au?

    ReplyDelete
  6. Why is haul spelled with au?

    ReplyDelete
  7. The two vowels a and u work together to make one sound /^o/. Au is a diphthong. Another spelling for that sound is aw. Au is used at the beginning or in the middle of words while aw can be at the end of a word. There are words where aw is the initial spelling as in awesome and in the middle as in hawk.

    ReplyDelete
    Replies
    1. Yes, however, haul end in an L and the rule is that /aw/ is pushed to the middle by l, n and k. Same as Paul. Why is this /au/ when it ends with and L?

      Delete