### Lesson Plan: Phonics - Digraphs ‘oa’ and ‘ow’
**Grade Level:** Nursery 2 / Pre-K
**Duration:** 30-35 minutes
**Topic:** Digraphs ‘oa’ and ‘ow’
#### Objectives:
1. Students will identify the digraphs ‘oa’ and ‘ow’ in words.
2. Students will pronounce words containing the digraphs ‘oa’ and ‘ow’ correctly.
3. Students will recognize the difference between the long vowel sound ‘oa’ and the long vowel sound ‘ow’.
#### Materials:
- Flashcards with words containing ‘oa’ and ‘ow’
- Picture cards for corresponding words
- A big book or chart with a list of ‘oa’ and ‘ow’ words
- Coloring sheets with ‘oa’ and ‘ow’ words
- Whiteboard and markers
- “Oh No!” song video or audio (optional)
#### Introduction (5 Minutes):
1. **Greeting and Warm-Up:**
- Greet the students warmly.
- Start with a simple, engaging song related to phonics (e.g., ABC song or "Old MacDonald Had a Farm").
2. **Introduce Digraphs ‘oa’ and ‘ow’:**
- Explain that today students will learn about two special sounds, ‘oa’ and ‘ow’.
- Show them the digraphs written on the board.
- Explain that both 'oa' and 'ow' make the same long 'o' sound.
#### Direct Instruction (10 Minutes):
1. **Show and Tell:**
- Use flashcards to introduce words that contain ‘oa’ (e.g., boat, coat, goat, soap).
- Repeat the same process for words that contain ‘ow’ (e.g., snow, crow, grow, show).
- Emphasize the pronunciation of the ‘oa’ and ‘ow’ sounds.
2. **Interactive Reading:**
- Read a short story or a list of words out loud containing ‘oa’ and ‘ow’.
- Ask students to listen carefully and point to their ears when they hear the ‘oa’ or ‘ow’ sound.
#### Guided Practice (10 Minutes):
1. **Word Sorting:**
- Distribute picture cards and matching word cards to the students.
- Let students match the picture cards to the correct ‘oa’ or ‘ow’ word card.
- Group the class into two, one group for ‘oa’ words and the other for ‘ow’ words. Let them sort the cards into two lists.
2. **Pronunciation Practice:**
- Practice pronouncing each word together as a class.
- Use a fun, engaging method like clapping hands with each sound, or using a puppet to say the words.
#### Independent Practice (5 Minutes):
1. **Coloring Sheet Activity:**
- Give out coloring sheets with images and labels of ‘oa’ and ‘ow’ words (e.g., a boat to color with labeling on it).
- Encourage students to color the images and practice saying the words out loud.
#### Closure (5 Minutes):
1. **Review and Recap:**
- Quickly review the words learned and the sounds ‘oa’ and ‘ow’.
- Ask a few students to share some words they remember from the lesson.
2. **Song and Goodbye:**
- Play the “Oh No!” song or another catchy song incorporating the ‘oa’ and ‘ow’ sounds.
- End the class with positive reinforcement, praising the students for their participation.
#### Assessment:
- **Informal Assessment:**
- Observe students during guided practice and independent activities to ensure they correctly pronounce and identify the ‘oa’ and ‘ow’ sounds.
- Ask individual students to read words or identify sounds to check for understanding.
#### Differentiation:
- **For Advanced Learners:**
- Challenge them to create their own sentences or short stories using ‘oa’ and ‘ow’ words.
- **For Struggling Learners:**
- Provide additional one-on-one help during independent practice.
- Use more visual and auditory aids to reinforce learning.
#### Follow-Up:
- Send home a worksheet with ‘oa’ and ‘ow’ words for students to practice with their parents.
- Encourage parents to read books that contain ‘oa’ and ‘ow’ sounds with their children.
#### Reflection:
- After the lesson, reflect on what worked well and any areas for improvement.
- Note how students responded to different activities and adjust future lessons accordingly.