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
