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EDU Reading Component
- 2. Phonics: Irregular Vowels: The Challenging O-U-G-H Pattern Sound English as a Second Language Developing - Expanding 6 - 8 1. To connect pronunciation of –ough sounds to previously learned sound patterns through rhyming words 2. To raise awareness of differences in pronunciation of a language 3. To create visuals that will assist students with the spelling and pronunciation of special sounds Even though this is a skill that is addressed in the elementary grades, English language learners who have not acquired fluent English proficiency still struggle with fluency. For this reason phonics needs to make part of direct instruction. Furthermore, assisting students in becoming better readers to aid their comprehension is one of the goals of the ESL programs.
- 3. Adams, M. (1988). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Baker, S. Stahl, S. (1994). Beginning reading: Educational tools for diverse learners. School Psychology Review, 23(3), 372-394. Ellery, V. (2009). Creating strategic readers. Newark, DE: International Reading Association. Foorman, B. (1995). Research on the great debate: Code oriented versus whole language approaches to reading instruction. School Psychology Review, 24(3), 376-392. Stahl, S., Miller, P. (1989). Whole language and language experience approaches for beginning reading: A quantitative research synthesis. Review of Educational Research, 59, 87-116. Stahl, S., McKenna, M., Pagnucco, J. (1994). The effects of whole language instruction: An update and reappraisal. Educational Psychologist, 29, 175-185. Stanovich, K. (1994). Romance and reality. The Reading Teacher, 47(4), 280-291.
- 4. - RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words. Listening, Speaking, Reading, Writing Lessons Objectives Lesson 1: To explore the multiple sounds of the –ough letter sequence by listening to the sounds, writing the words, comparing letter vs. syllable number, and use the word walls as a learning resource Lesson 2: To identify and describe patterns within words using different forms of expression (poetry/music) and establishing connections to previously learned patterns. Lesson 3: To create graphic organizers that support learning words that contain the –ough letter sequence
- 5. Working With Words reproducible (Creating Strategic Readers CD, Lesson 3) YouTube videos: Ricky reads a bedtime story in English (I Love Lucy) and OUGH Poem: Pronunciation Poem Ough, The Ough Song Rhyming –ough chart Graphic organizer – Four Corners Laptops Student Writing Journals (Notebooks) Irregular vowel words for Word Wall: enough, cough, through, rough, drought, bough
- 7. Building Background / Activating Prior Knowledge – Day 1 Vocabulary drought sequía han hán dough masa bôt rama bough cành cây
- 8. Did the video clip remind you of any personal situations? Share with your partner (A/B partners) Allow volunteers to share. Focus: Making Personal Connections
- 9. Explain the Working With Words activity (Ellery, 2009, p. 86) Model activity with enough and cough. Use: through Teacher presents words Teacher & Students do steps 2 – 8 of Working With Words After each step, teacher calls team’s speaker to report on findings. Use: rough Use internet or electronic translators to listen to sound of word http://quizlet.com/7630942/ough-sounds-in-english-flash-cards/ Working in Groups of 4, students complete steps 2-8 After steps 3, and 5 – 8, teacher calls on team’s speaker to report on findings
- 10. Use: dough Use internet or electronic translators for pronunciation http://quizlet.com/7630942/ough-sounds-in-english-flash-cards/ A/B partners do steps 2 -8 Teacher provides feedback Use: drought Students do all steps on their own using same procedure Teacher monitors activity Teacher provides feedback
- 11. Reflection What strategy could you use to help you remember how to pronounce the different o-u-g-h sounds? (Allow 1 – 2 volunteers offer ideas before writing) Write it Share it
- 12. Ongoing: Students’ responses Students’ journals: (Notebook/Laptop- Type it/ dictate it)
- 13. Review: (Building Background / Activating Prior Knowledge): Day 2 Partners A/B: Mini-worksheet Rhyming words Rhyming -ough sounds /ŭ/ + /f/ /ŏ/ + /f/ /ō/ /ŏ/ /ew/ /ow/ enough cough dough bought through bough
- 14. Explain Chant/Challenge/Chart activity (Ellery, 2009, pp. 69-70) Project poem on SmartBoard or document camera Students highlight on board words with -ough Teacher models reading
- 15. Pronunciation Poem – O-U-G-H Unknown Author Enough Is Enough Four letters cause me disillusion OUGH makes phonetic confusion Four simple letters with four pronunciations Make learning English tough for anyone in this nation* OUGH has no logic, no rule Or rhyme or rhythm; it will fool All who struggle to master expression English may cause thorough depression. I pour some water in a trough I sneeze and splutter, then I cough. And with a rough hewn bough My muddy paddy fields I plough**. Loaves of warm bread in a row Crispy crusts and doughy dough. Now, my final duty to do And then my chores will all be through. My lament is finished, even though Learning this word game is really slow. It is so difficult, it's very rough Learning English is really tough. If a trough was a truff And a plough was a pluff If dough was duff And though was thuff If cough was cuff And through was thruff I would not pretend, or try to bluff, But of OUGH I've had enough * Original poem reads “Asians.” ** British spelling for plow.
- 16. Distribute copies of poem or guide students to laptop folder with lesson Reread with students echoing Question: What different sounds did you hear? Where? A/B Partners Compare different sounds of –ough Find 2 – 3 rhyming words Use the internet to do search Record words in journals (type –ough rhyming words) Share findings with the whole group
- 17. Choose 2 of the words with ough Create a rhyming sentence Record them in journal. Share them Form groups (2-4) Read the OUGH Song (http://suzyred.com/oughsong.html) Present to the class with music, PowerPoint presentation, recitation, a dance, or a skit after finishing this unit. Practice poem, using A / B/ AB (choose how to split the lines) Read to the class
- 18. Reflection How can rhyming help me with the pronunciation of irregular vowel sounds? (Allow 1 – 2 volunteers offer ideas before writing) Write it. Share it.
- 19. Ongoing: Students’ responses Students’ journals: (Notebook/Laptop- Type it/ dictate it)
- 20. Making Connections: Watch for similarities / differences in British and American English pronunciation.
- 21. Making Connections Think-Pair-Share: Similarities & difference in pronunciation Why do you think this happens? Making connections: personal/text/others
- 22. Day 3 – Share one fact about the letter sequence –ought
- 23. Word I have learned that I have learned that I have learned that I have learned that Word Wall Activity Explain students will complete a graphic organizer with 4 facts about the -ough words Model in SmartBoard or document camera – Use enough - Think aloud
- 24. Use cough Groups of 4 Guided Practice: - Let’s think, maybe, of the sound it makes and write it on the first box. -What else have we learned about this word? (Students’ responses may include: translation, rhyming words, differences with other –ough words). cough I have learned that it says short o + f sound at end I have learned that it means “toser or tos” in Spanish. I have learned that it rhymes with rip off I have learned that the ough sounds different than in drought
- 25. Groups of 4 Use through and rough Monitor and give feedback Group speaker will share with class
- 26. Within group split into A/B partners Use the word dough Monitor and give feedback Share with class dough masa bôt dough I have learned that I have learned that I have learned that I have learned that
- 27. Use drought Monitor and give feedback Students post graphic organizers in stations around classroom Students visit stations as music plays. When music stops, students move to next station.
- 28. How did the Four Corners activity support your knowledge of –ough words pronunciation? Did the Walk-Through help you improve your knowledge? Support your answer. enough cough through rough dough drought bough
- 29. Ongoing: Student talk Graphic Organizers Students’ journals: (Notebook/Laptop- Type it/ dictate it)
- 30. Cassidy, J., Montalvo Valdez, C., & Garret, S. D. (2010). Literacy trends and issues: A look at the five pillars and the cement that supports them. The Reading Teacher, 63(8), 644-655. Retrieved from http://www.jstor.org/stable/25656175d deGraaff, S., Bosman, A. M. T., Hasselman, F., & Verhoeven, L. (2009). Benefits of systematic phonics instruction. Scientific Studies of Reading, 13(4), 318-333. Ellery, V. (2009). Creating strategic readers. Newark, DE: International Reading Association. Cassidy, J., Montalvo Valdez, C., & Garret, S. D. (2010). Literacy trends and issues: A look at the five pillars and the cement that supports them. The http://suzyred.com/oughsong.html http://www.youtube.com/watch?v=SmwZqJB_8dQ&feature=related http://www.youtube.com/watch?v=qFNK4ebSicA&feature=related http://quizlet.com/7630942/ough-sounds-in-english-flash-cards/
Notas do Editor
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