/aw/ and /au/ Sounds

Objective

Students will:

• Identify and produce the /aw/ and /au/ vowel sounds in spoken and written words
• Blend and segment phonemes containing these sounds
• Encode (spell) words with /aw/ and /au/ sounds accurately
• Read a short, decodable passage fluently with targeted words
• Recognize heart (trick) words common for 2nd grade

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Common Core State Standards (CCSS) Alignment

CCSS.ELA-LITERACY.RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.

• RF.2.3a: Distinguish long and short vowels when reading regularly spelled one-syllable words.
• RF.2.3c: Decode regularly spelled two-syllable words with long vowels.
• RF.2.3e: Identify words with inconsistent but common spelling-sound correspondences.

CCSS.ELA-LITERACY.RF.2.4
Read with sufficient accuracy and fluency to support comprehension.

• RF.2.4b: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

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Materials Needed

• Small whiteboard and marker
• Picture cards with /aw/ (e.g., saw, paw, fawn) and /au/ words (e.g., haul, August, laundry)
• Magnetic letters or letter tiles
• Short fluency passage with 5–10 /aw/ and /au/ words (printed)
• Word cards for heart words: of, was, because, you, could

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Time Breakdown (10 minutes)

1. Auditory Sound Drill (2 minutes)

• Teacher models the /aw/ and /au/ sounds clearly: “Listen to the sound /aw/ as in ‘saw.’ Now listen to /au/ as in ‘haul.’”
• Say pairs of words aloud, encouraging students to listen and identify which sound they hear. Example: saw/haul, paw/fault, jaw/launch
• Students repeat each word after the teacher emphasizing the target sounds.

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2. Concept Introduction (2 minutes)

• Show picture cards illustrating /aw/ and /au/ words—highlight the spelling patterns "aw" and "au."
• Write the words on the whiteboard under “/aw/ sound” and “/au/ sound”.
• Briefly explain: “These letters make a special sound like in 'saw' or 'haul.' Let’s say them together.”
• Students repeat chorally and individually.

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3. Blending and Segmenting Practice (2 minutes)

• Use magnetic letters to build sample words (e.g., c-a-w, l-a-u-n-d-r-y).
• Segment: Teacher pronounces the word slowly to emphasize each sound (phoneme), students repeat.
• Blend: Teacher segments sounds, students blend them into the whole word verbally.
• Example words: paw, dawn, haul, fault.

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4. Encoding Activity (2 minutes)

• Teacher says a word aloud containing /aw/ or /au/. Students write the word on mini whiteboards or paper.
• Provide scaffolding and correct as needed.
• Words to encode: saw, claw, haul, launch, paw.
• Include 1-2 heart words for encoding: “was” and “because.”
• Teacher models strategies for tricky parts as needed.

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5. Fluency Passage and Heart Word Review (2 minutes)

• Provide a short passage containing 5–10 words with /aw/ or /au/ sounds (e.g., “The dog saw the paw print on the lawn. He had to haul the ball away because it was lost.”)
• Students take turns reading aloud—focus on accuracy and smoothness.
• Stop to highlight heart words in the passage ("was," "because," "of")—review spelling and meaning quickly.

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Assessment & Check for Understanding

• Informally assess students’ ability to identify /aw/ and /au/ sounds during auditory drills.
• Check blending and segmenting by listening to verbal responses.
• Review written words for correct encoding of the vowel sounds and heart words.
• Monitor fluency reading for accuracy and expression, providing immediate feedback.

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Extension/Possible Differentiation

• For students struggling, use additional multisensory cues (e.g., hand gestures to indicate mouth shape for /aw/ and /au/).
• For advanced students, add multisyllabic words and explore morphological clues (e.g., “autumn,” “author”).

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Teacher Tip: Present the vowel sounds as “special friends” that team up to make one big sound. This personification helps 2nd graders engage in phonics with memorable imagery!

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This quick intervention lesson focuses tightly on auditory discrimination, phonemic awareness, phonics skills, encoding, and fluency—critical elements from Common Core for 2nd grade foundational reading success.