Intern name Lesley Martinez-Silva Commented [1]: I know that this draft is not technically

"due" until tomorrow, but I'll be traveling most of the

day. So, I'll take a look at it today.
C.T. Name and Ms. Anchondo, 1st
Grade Level

Subject/Unit ELA/”ow” diphthong

Lesson Title Ow! Commented [2]: :)

Brief description In this lesson, students are practicing reading and

What do the students do in speaking the diphthong “ow,” spelled “o-w,” through
this lesson? games.

Big Ideas
What central ideas or
fundamental principles are
the focus of this lesson?
The focus of this lesson is to continue exposure to words
with the “ow” diphthong (o-w), through both aural and
written forms, to help students internalize the pattern for
decoding on their own.
Commented [3]: I wonder how much exposure they've
had. Is this day two? three?
Commented [4]: This will be their third day.
Wednesdays they continue doing word work with the
phoneme of the week, but no direct instruction.

Objectives The objective of the lesson is to have students internalize

What specific knowledge the phoneme “ow,” spelled “o-w,” to help them decode
and/or skills do you want the when reading.
students to learn, practice,
or experience as a result of
participation in this lesson?

TEKS/PreK Guidelines and TEKS: 110.12 (3) (A) decode words in context and in
ELPS isolation by applying common letter-sound
correspondences, including:(v) vowel digraphs including
oo as in foot, oo as in moon, ea as in eat, ea as in bread,
ee, ow as in how, ow as in snow, ou as in out, ay,ai, aw,
au, ew, oa, ie as in chief, ie as in pie, and -igh; and (vi)
vowel diphthongs including oy, oi, ou, and ow

ELPS: 74.4 (4) (A) learn relationships between sounds

and letters of the English language and decode (sound
 out) words using a combination of skills such as
recognizing sound-letter relationships and identifying
cognates, affixes, roots, and base words

Disciplinary Vocabulary Phoneme: a single unit of sound that helps tell the
and Brief Definitions: difference between words

Materials needed Computer connected to TV, internet connection, bingo

List all of the materials sheets, markers, pencils, completing sentences sheets,
needed to teach this lesson. creating a story sheets, ow/ou story sheets
Be as detailed as possible.
(Include any additional
materials needed for
differentiated instruction
accommodations listed
below.)

Text(s) Alphablocks, How Now Brown Cow Commented [5]: Silly, thorough, fun and connected to
Include the text(s) students https://youtu.be/KMuAjxj6bSk the word work they often do.
(or teacher) will READ with
annotated stopping points
for questions or think alouds.

Writing/Speaking Model
Include YOUR Teacher
example (for students or in
preparation) of any writing
tasks. Jot stems for speech
you will use, write on the
board, and ask students to
use.
Complete the Sentence Worksheet: Commented [6]: made me smile!
The ___cow____ likes to eat grass.
There are many ____flowers____.
Create a Story Worksheet:
Once upon a time, there was a ___clown___ that lived in
a small ___town___.
Preparation and set-up
Describe how the materials
should be prepared, set up,
and organized. Be as
detailed as possible.
Grouping of Students
Procedure
Describe exactly what the
teacher and the students do
in the lesson. Be specific.
Number your steps.
The video will be cued up on the TV before starting the
lesson to not waste time. The bingo sheets and other
sheets will be passed out once the time comes. The
bingo sheets will be passed out by student helpers, but
then the worksheets I will pass out.
During the video, students will sit together at the carpet.
Afterwards, during the whole class bingo game and the
writing worksheets, students will work individually at their
desks, but can help each other. I may also bring a few
students together to work on the writing worksheets as a
group, which would be some ELs and the two emergent
readers.
1. I will introduce the lesson to the students and start
the video for them to watch.
a. Good morning, everyone! Today I’ll be
doing another lesson with you. Before we
begin, let me just remind you of my
attention getter. This is what I do when I
want to get all of your attention so I can
explain things. Claps pattern, students
repeat. Good! Y’all remember.
b. I know y’all have already started working
on this, let’s see if you can guess what the
topic is. I’m going to be sneaky with it, I’m
going to act it out. Act out walking into the
TV or something else and hurting myself.
OW! Ow, ow, ow! Wow, that really hurt! Commented [7]: funny :)
Now, can you figure it out? Repeat action
again. Ow! Can you figure it out now? If
you think you have it, give me a thumbs
up. If you don’t know, find someone with
their thumb up and ask them what they
think. Then I will call on someone with the
sticks and see what they think.
c. Call on one student, if don’t get it right let
them know that it was a good guess but it
isn’t what I had in mind. If got right, share
how the ow’s were the key.
d. Today, we are continuing to practice the
“ow” phoneme. For this lesson, we will
 focus on the “o-w” spelling, not “o-u.” Both
make the “ow” sound, such as “cow” and
“couch,” write on board, but they are
spelled differently. But today, we are
working closely with “o-w.” I know Ms.
Anchondo started this with you on
Monday, so I expect that y’all are starting
to understand it. Let’s practice real quick
making the sound out loud. Put your hands
on your cheeks and say “ow!” Can you feel
how your jaw moves as you say it? Can
you see how my mouth moves too? It
starts wide and then gets small. It’s
different from other phonemes, it feels like
a workout almost!
e. So, you will see words with this phoneme a
lot when you read, even books outside of
this classroom. The more you hear it and
read it, the better you will get at reading.
You will be able to decode new words that
have “o-w”, be able to figure out how to
spell words with that have an “ow” sound,
and read with more fluency.
f. To start off, we are going to watch a video
about words with the “ow” phoneme, but
only with the “o-w” spelling. I hope you pay Commented [8]: It's ow spelled ow, right? That's
attention, because some of these words important to point out. It's not just the sound they're
working with in your lesson. You're asking them to say
we will see again later. it and read it when it's spelled with ow as opposed to
2. Once the video is done, I will go over the “ow” ou (the sound's other spelling). I'm not sure how much
sound-spelling language Ms. Anchondo uses in that
sound again.
classroom, but that's certainly the phonics language I'm
a. Did y’all like that video? Can someone familiar with.
remind me of one of the words that they
said? Choose 3-4 students to give words
and write on the board to go over the
sound again. Thank you all for paying
attention during the video! Now, I want to
remind y’all about something. So,
sometimes “o-w” can make the long O
sound. What’s the long O phoneme, can
y’all say it for me? Pause for class to say
it. Exactly. The word “show” has the “o-w”
but it’s a long O sound. Write word on the
board, underline the “o-w.” The word
 “shower” also has an “o-w,” but it’s an “ow”
sound. Write word on the board, underline
the “o-w.” When you read, you have to
read the entire word, so you can see what
phonemes come before and/or after the “o-
w” so you know how to pronounce it. The
word “show” has the “o-w” at the end, and
words with the “o-w” at the end are usually
long O sounds. The word “shower” has the
“o-w” in the middle, and usually words with
the “o-w” in the middle are “ow” sounds.
Sometimes there are words that don’t
follow these rules, so we have to be aware
of them and keep practicing reading.
3. I will transition the class to the bingo game by
explaining how to play the game, including the
extra rules I am adding to help students find the
words I call out.
a. To practice finding words with “o-w”, “ow,”
we are going to play a Bingo game! To
remind y’all how to play it, I will be calling
out words and you have to find them on
your bindo card. The first person to
completely fill a whole row or column or
diagonal, wins. I know not everyone will be
able to find the words quickly, so I am
going to ask for a small group of you to sit
at these two tables so I can help you out. I
will be writing the word out for you so you
can find it on your own card. Now, can I
have everyone walk quietly to their seats?
b. Can I have Yker and Elijah pass out the
bingo cards?
4. Once the first student or students get bingo, we
will continue playing until the whole card gets
filled, so students can continue practicing finding
the words I call out/write on the board.
5. After the game, students will move on to the
completing sentences worksheet. Students who
need extra guidance will be sitting at a table with
me so I can work with them, and they will be
getting a differentiated sheet.
 a. Awesome, great work everyone. But we
are not done yet! We will be working on
another activity, but this time we will be
writing. I have these sheets, and on it you
will have to complete the sentence using a
word from the word bank. Some of the
words are cow, c-ow, fl-ow-er, flower, and
ow-l, owl. Let me read you the words.
Reads words. When you fill this out, you Commented [9]: Should you be reading all the words
have to read the whole sentence to try to or should you read one and read one together and
invite them to read some in partnerships? How can you
figure out which word fits best. For make your reading using the phonemes visible and
example, the first sentence says, “The audible?
BLANK likes to eat grass.” Hmm, of the
words in my word bank, which one means
something that eats grass? I think the best
word to include there is cow, because
cows eat grass. Does that make sense? Commented [10]: This is an important place to
The cow likes to eat grass. Yes, I think that emphasize and make the Meaning, Syntax and Visual
cues readers use visible as you check your work.
fits. Now I’m going to write “cow” in the You're relying on meaning and syntax here. Above
blank space. When you complete your you're relying on visual cues when reading the words in
isolation. Does it look right? Does it sound right? Does
paper, you will do that for each sentence.
it make sense to me? These are the questions good
Read the whole sentence, and think about first grade readers always need to be asking
which word in the word bank makes the themselves as they use phonics rules or supportive text
features like pictures to decode and approach reading
most sense. There may be two words that fluency.
make sense for the sentence, but I just
want you to write one. Go it? Who can tell
me what they need to do for this activity?
Choose student at random.
b. My group, you will have more help in
finding the words. I have pictures next to
each blank to help you figure out what the
word is, but you still have to find it in the
word bank. I will work with you if you still
have questions.
6. Students will move onto the create a story
worksheet or the ow/ou story worksheet. Again, I
will remain with the group that needs more help so
I can guide them on how to fill out the worksheet,
as they will be working together to complete this
last sheet.
a. Attention getter. Ok, I see that some of us
have already finished the sentence activity.
Let me explain the next activity. For this
 one, you are creating a story using words
with “ow.” You can choose whichever
words from the word bank to use, no hints!
If you want to work with a partner you can,
and my group y’all can work as a whole
table if you like.
b. If you finish your create a story sheet, I
have another, more challenging sheet for
you to work on. This one uses the “o-u”
letters for “ow,” which we have not
practiced together so far. If I see that you
are done, I can explain to you how to do
that one. Commented [11]: You might even encourage them to
7. I will end the lesson by wrapping up what we work hard to finish because of the potential for the
extension to be funny or jokes (it's madlib style, it
worked on and preparing them to return back to seems).
Ms. Anchondo.
a. Attention getter, and walking around
collecting papers. Alright everyone, finish
the last thing you are writing. It is the end
of the lesson, and I have to collect your
work now. I hope y’all feel more
comfortable with the phoneme “ow” and its
spelling “o-w.” Like I said before, this
phoneme is very common in our language.
When you read, or even hear someone
talk, you will notice it. By practicing it more,
you will become a better reader and writer.
One more time, let’s put our hands on our
cheeks and say “ow!” Now, make sure you
are at your table and that it’s clean, and
get ready for Ms. Anchondo.

Evaluation During the video and bingo activity, I will be moving

How will you know that around the room to make sure students are working. If
students met the lesson they have questions during the bingo, I will be able to
objectives? How will you answer them, and take a mental note on which students
document their learning? are having trouble finding the words just by me saying
them aloud. During the worksheet activities, I will be
mostly helping one group, but will walk around to check
on other students’ work. Their completed (or whatever
they’ve gotten done) worksheets will be picked up at the
end of the lesson so I can review them.
Differentiation Plans
How will you modify the lesson to meet the needs of students working above and below
grade level? How will you make sure these students connect with the lesson’s Big Ideas
in a meaningful, appropriate way? (In the future you will also attend to “other needs” that
you may have as learners in your class.)

Objectives: Ss above The objective of the lesson is to have students internalize

grade level
How will you modify the
lesson objectives to meet
the needs of students
working above grade level?
the phoneme “ow” to help them decode when reading, Commented [12]: Who do you think this will be?
know the spelling of words with “ow” when it’s dictated to
them, and be able to differentiate between “o-w” and “o-u”
spellings.

Procedures: Ss above
grade level
How will you modify the
lesson’s procedures to meet
the needs of students
working above grade level?
Procedures will be the same as above, but during the
bingo game the students will only rely on me calling out
the word instead of writing it down. After bingo, they will
be working on completing the sentences, and once done
will move on to the story sheet where they decide
whether a word is spelled with an “ow” or an “ou.”

Evaluation: Ss above I will be picking up their worksheets at the end of the

grade level lesson, both the sentence completion and the ow/ou
How will you know that story.
above-level students met
their modified objectives?
How will you document their
learning?

Objectives: Ss below The objective of the lesson is to have students internalize

grade level the phoneme “ow” to help them decode when reading
How will you modify the and spelling words with “ow.” Commented [13]: Who do you think this will be?
lesson objectives to meet
the needs of students
working below grade level?
Procedures: Ss below
grade level
How will you modify the
lesson’s procedures to meet
the needs of students
working below grade level?
Evaluation: Ss above
grade level
How will you know that
above-level students met
their modified objectives?
How will you document their
learning?
Procedures will be the same as above, but during the
bingo game the students will be sitting together and get
extra help from me. I will be writing the word out for them
and saying it out loud so they can find it on their card.
After bingo, they will be working on the completing
sentences worksheet, which will include pictures of the
“ow” words they have to write. For the create a story
worksheet, they will be working as a group to fill in the
blanks with words from the word bank.
I will be picking up their worksheets at the end of the
lesson, both the sentence completion and the create a
story sheet.