Exploring /au/ /aw/ /augh/

Objective

Students will be able to:

• Recognize and produce the /au/, /aw/, and /augh/ sounds in spoken words.
• Spell words containing the /au/, /aw/, and /augh/ sounds correctly.
• Write words and short sentences using /au/, /aw/, and /augh/ sounds to improve phonetic fluency.

Aligned with Common Core State Standards:

• CCSS.ELA-LITERACY.RF.2.3.A: Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-LITERACY.RF.2.3.C: Decode regularly spelled two-syllable words with long vowels.
• CCSS.ELA-LITERACY.W.2.2: Write informative/explanatory texts (writing short sentences aligned to phonics practice).

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Materials

• Whiteboard and markers
• Word cards with /au/, /aw/, /augh/ words (e.g., aunt, saw, caught)
• Paper and pencils for students
• Audio recording of teacher pronouncing words (optional, for auditory drill)

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Lesson Breakdown (10 minutes total)

1. Auditory Drill and Sound Identification (3 minutes)

• Activity: Teacher says aloud 10 words with /au/, /aw/, and /augh/ sounds (e.g., “author," “draw," “caught," “straw," “laugh").
• Students listen carefully and clap every time they hear the target sound.
• Then, students repeat each word aloud emphasizing the /au/ /aw/ /augh/ sound.
• Focus: Develop sound discrimination and phonemic awareness.

Tips for engagement: Use a “sound detective” approach—students become detectives listening for the special /au/ sounds and signal with a pretend magnifying glass.

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2. Spelling Practice (3 minutes)

• Activity: Show word cards one at a time. Students orally spell the word, focusing on the letter patterns /au/, /aw/, /augh/.
• Teacher models writing each word on the board, underlining the /au/, /aw/, or /augh/ part.
• Students write each word on their paper.
• Example words:
  • /au/: author, haunt, laundry
  • /aw/: saw, claw, straw
  • /augh/: caught, taught, laugh

Target skill: Reinforce spelling patterns linked to the sound.

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3. Writing Sentences for Fluency (4 minutes)

• Activity: Students write 2 short sentences using at least one /au/, /aw/, or /augh/ word. Teacher provides sentence starters if needed. Examples:

  • “I saw a big straw.”
  • “The clown taught us to laugh.”

• Have students read their sentences aloud to practice fluency and correct pronunciation.

• Teacher provides immediate feedback on pronunciation, spelling, and sentence structure.

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Assessment & Closing (1 minute)

• Quick round-robin check: Each student says one new word learned today and uses it in a short sentence.
• Teacher observes correct production of the /au/, /aw/, /augh/ sounds, spelling, and ability to compose a sentence.
• Provide positive reinforcement and suggest one small personal goal (e.g., “Try to listen carefully for the /aw/ sound this week.”)

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Extensions/Wow Factor Ideas

• Interactive Sound Chart: Create a magnetic board with /au/, /aw/, /augh/ headings and word magnets. Students sort word cards into correct columns.
• "Create a Creature" Writing: Students invent a funny creature named with an /au/, /aw/, or /augh/ word (e.g., “The clawfula”) and draw it, then write a sentence about it.
• Tech Integration: Use a voice recording app for students to record and play back themselves pronouncing the words and sentences, promoting self-monitoring of phonics fluency.

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Notes for the Teacher

• Keep pace brisk but allow for repetition and student confidence building.
• Monitor for individual support needed, especially for students struggling to hear or produce the sounds.
• This small-group setting provides personalized feedback, perfect for Tier 2 phonics intervention aligned with Common Core.