Applying the “Aw” Sound (Orton Gillingham) - Nicole Frasciello

School of Education
The College of New Jersey

1. Title or Topic of the Lesson and Grade Level: Fifth Grade: Orton Gillingham “aw” Rule
2. Lesson Essential Question(s):
- How do you pronounce “aw” within a word?
- What are examples of words that contain “aw”?
3. Standards:
- RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and
encoding words. A. Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context.
4. A. Learning Objectives and Assessments: Write a sentence for each of your desired
learning outcomes. These must be written in observable terms and be accessible. These must also
correlate to the NJCCC Standards addressed above.
-
Objectives Assessments

Identify vocabulary words that contain Written Component of the “Aw” Board
“aw” Game in their notebooks

Interpret vocabulary words with “aw” by Review of OG Rule at the beginning and
pronouncing them correctly end of class

5. Materials: List materials/resources you and the students will need to teach/learn this lesson.
- Projector
- Computer
- Document Camera
- “Aw” Board Game
- Dice
- Geometric squares (figures for “Aw” Board Game)
- “OG” decodable reader for “aw/au” (Google Classroom, Provided by Cooperating
Teacher)
- Students Computer
- Language Arts Notebook
- Pencil
- Students’ whiteboards
- Markers
 - Whiteboard
- Red Words Cards
- Google Slides with “Aw” Board Game
6 . Pre-lesson assignments and/or prior knowledge: Describe the prior knowledge that you
believe your students bring to the lesson. This may include relevant background knowledge,
possible misconceptions, or prior lesson content. Consider student readiness.
- Students have already been introduced to the OG rule for that week on Monday. They
already know that “aw” is similar to a short o, typically at the middle or end of a word or
syllable, and examples of words with “aw”.
7. Lesson Beginning: Describe the activity you plan to use to focus the learners in this lesson.
How will you engage and motivate them? This activity may serve as an informal assessment
(examples include homework review, brainstorming, writing prompts, etc.)
- Routinely students review their red words independently every day at the beginning of
language arts. Each student has their own ring connected to index cards with their words.
They use their whiteboard to write each word three times, and as they are writing they
spell out the word verbally and pronounce the word fully at the end.
- After the students completed their red words, I reviewed Monday's lesson first by asking
the students what they remembered from our discussion. I asked them what was the rule
we learned about this week, if “aw” sounds like a short or long o, where it typically is
placed in a word or syllable, and examples of words with “Aw” on the whiteboard.
8. Instructional Plan: Break down the activities by giving a detailed description of what you
and the children are going to do in each part of the lesson. Consider how you will engage
students in the learning activities. The following elements also need to be considered.
- I projected the “Aw” Board Game onto the white board and passed out the paper version
of it to the students. I explained to the students that this is similar to the game “”Chutes
and Ladders” and gave them each a dice and a geometric square. I informed the students
that they would individually complete this activity, and that the squares would be their
place marker. I modeled rolling the dice and stated that once I landed on a word I would
pronounce it and then write it in my language arts notebook in the OG rule. Then I would
write a sentence that contains the word written under it. I modeled how the students
would complete it in their notebooks on the whiteboard by titling the next empty page in
the “OG” part of their notebook “Aw’ Board Game”. I purposely landed on a word that
had an arrow to demonstrate what the students should do. They would pronounce the
word they landed on and complete the activity for that word, and then move across the
arrow to the next word and complete the written component for the word they just moved
on. I informed the students I would have a ten minute timer for them to complete as much
as they can and if they finished before the timer they should start from the beginning and
play it again.
- As the students are completing the activity, I would monitor their progress and If they
were mispronouncing a word, needed help with a definition of the word, or needed
guidance on completing the written component I would guide them as much as possible.
 - As I read the decodable reader story on my own computer students used their own
computers to read along with the story on google classroom.A student would read one
full page of the story and then the next student would read the next page until we finished
the story. As the students pronounced the words, if there were any mispronunciations I
would pronounce the words or syllables correctly and the student would pronounce the
word again. At the end of the story there are guidance questions. I asked the students each
question and would rotate which student would be answering after each one.
o Differentiation: Explain how you are going to make this lesson work for the range of students
you have in your class. Describe the different ways that you will provide input and differentiate
instruction so as to give students access to the content. Describe accommodations and
adaptations you are going to make for specific students with special needs. Identify extra work
that you will give to early finishers.
- Two students learned English as their second language, meaning they will need help
reading the words and writing their sentences grammatically correct and spelling the
words correctly as well. During the decodable reader they may need more corrections to
their pronunciation than the other student. One of the students, I have found, can verbally
give example sentences but then forgets what he has said when he needs to then write the
sentences down. What I have done in previous lessons and will complete in this lesson as
well is I will write down the sentence on the board right after he tells me it verbally. This
allows him to remember what he wrote while receiving the correct spelling of the words.
I will also write down the sentence in Spanish, as I speak it as well, which allows him to
be excited and engaged in the activity. Even though he will not write down the Spanish
version, it is engaging for the student.
- On the other hand the other student needs reminders to stay on task as she is capable of
writing grammatical correct and creating sentences on her own without support. She can
get distracted and needs more instruction focused on reminding her to complete all the
formatting steps correctly rather than the content itself.
o Questions: List key open-ended questions you are going to pose in each activity. Consider
Bloom’s Taxonomy as you write your questions.
- How do you pronounce this word?
- How can you use that word in a sentence?
- What are examples of words with “aw”?
- Is the “aw” sound similar to short or long o?
- Is the “aw” usually at the beginning or end of a word or syllable?
o Classroom Management: Consider strategies such as grouping, distributing materials, and
identify potential behavioral problems.
- As the students are completing the board game I would rotate myself between the
students to give guidance when needed and ensure they are following directions.
- Students need to be reminded to stay on task and to refrain from being distracted
- Students need to be reminded to not call out when being asked a question and instead
quietly raise their hand. This behavior is common between two students which typically
 leaves the third student unable to participate as the other two have already called out the
answer
o Transitions: Describe how you will transition and make connections between activities.
- Since the entire lesson is focused on the “aw” it will be easy to transition between
activities. This is the first time they are creating sentences on their own utilizing this
sound.After the review at the beginning I will inform the students that we are now going
to apply what we already know by using the board game. There will be a ten minute timer
for the game that will indicate that they should finish whatever word they are working on
at that moment. After everyone has finished I will ask the students the same review
questions from the beginning as a closure to ensure they have internalized the
information.
9. Closure: Describe how you will bring your lesson to a meaningful closure that summarizes
the lesson and provides you with information on what your students have learned and need to
learn in the future.
- I completed a “rapid- fire” questioning and asked the students what “OG” rule we
discussed this week, if it's like a short o or long o, where it usually is found in a word or
syllable, and then had each of the students give an example of a word with “aw” inside of
it. Depending on who volunteered to answer the first question, I alternated who would be
answering the next questions to ensure all students understood and had an opportunity to
participate.

Resourses
1. “Aw” Board Game