Continue, dictating the words low, glow, mow, show, snow, crow, and tow, having students use their letters to make the words. Ask students what vowel sound they hear in grow (long /o/ sound). Using the overhead letter tiles, make the word grow. Students may need additional help with the er ending in the word flower.Įxplain that sometimes ow stands for a different sound. You might also have them use the new word in a sentence to reinforce vocabulary. Always have students read the new word after making it. Have students read the word, and possibly write the word in their journal or personal dictionary.Ĭontinue, dictating the words cow, plow, town, brown, frown, clown, and flower. Now, what two letters make the /ow/ sound? What's the ending sound?" (Have students place their letters as you demonstrate). What's the first sound you hear? That's right, /d/. Using the overhead projector and overhead letter tiles, demonstrate the word now, explaining that the vowel combination ow often stands for the sound in now.ĭistribute letter tiles or squares to individuals or pairs of students, and ask them to follow along with you through a few sample exercises. Now put your head down."Īsk students what common sound they hear in the words flower, now, and down. Chud said, "Thank you for sharing that with us, Victoria. Read aloud Chrysanthemum by Kevin Henkes.Īfter reading the book, remind students that Chrysanthemum was named after a flower and that every time Victoria said something bad about Chrysanthemum's name, Mrs.
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