Phonics Word Work {ou and ow} and Growing Bundle

My class have been working on vowel pairs this past couple of weeks.  What I love about these centers are the ability to introduce new words without the loss of time teaching the centers.  I've been out of school for more than a week with the flu.  My kids didn't skip a beat and I didn't have to worry about the phonics centers. 
 
I run phonics centers different from literacy and math.  Since we're all working on the rule for the week, I leave students working in their seat groupings.  I have five teams so five centers.  While students are working on centers, I'm pulling small phonics groups which is where differentiation happens.  To save on paper, my kids respond in their journals while interacting all centers.  Once we complete our 15 minutes, centers rotate in a clockwise direction each day.  Simple and effective. 
 
This packet provides students with practice with ou, ow vowel pairs through interactive journal pages, centers, and no prep response pages.

https://www.teacherspayteachers.com/Product/Phonics-Word-Work-ou-ow-1723230
 
The interactive journal page has two assessment options. The first option assesses students on words found inside the phonics word work packet. The second assessment option provides practice with additional words that follow the spelling pattern.
 

Word cards with matching pictures can be used during whole group instruction for introducing the vowel pair or placed in a pocket chart center.
 
 
Also provided are three additional centers for added practice. Students will have an opportunity to build {making words}, match {puzzles}, and form {playdoh} all words featured in the keywords below.
 


 
In addition to the centers, you will find two no prep games created on half pages to fit perfectly in student journals.
 


Keywords
ou: flour, loud, out, pound, snout, south
ow: bow, crowd, down, growl, howl, shower

Also available is a growing bundle of the units.  As new phonics centers are added the price goes up! 

https://www.teacherspayteachers.com/Product/Phonics-Word-Work-ee-ea-1198383

https://www.teacherspayteachers.com/Product/Phonics-Word-Work-ai-ay-1200811

https://www.teacherspayteachers.com/Product/Phonics-Word-Work-oa-oe-ow-1204735

https://www.teacherspayteachers.com/Product/Phonics-Word-Work-ew-ue-1209106

https://www.teacherspayteachers.com/Product/Phonics-Word-Work-ie-igh-1237268

https://www.teacherspayteachers.com/Product/Phonics-Word-Work-ou-ow-1723230



The Growing bundle...

https://www.teacherspayteachers.com/Product/Phonics-Word-Work-Bundle-1204796



1 comment:

WAYNE CHARLOTTE said...


Discover a Surefire Method to Teach Your Child to Read

There are many different methods and opinions on how to teach a child to read - while all are well-intentioned, some methods could actually lead to reading difficulties in children. Learning to read is a critical step towards future academic success and later on success in life. If you cannot read, you cannot succeed. There is an amazingly simple method - actually, a combination of two methods - that can teach anyone to read, even children as young as 2 and 3 years old.

The combination of these two methods has been used in the Children Learning Reading program to successfully teach thousands of young children to read. So what are these methods?

It is the combination of synthetic phonics and phonemic awareness. Most have probably heard of phonics, but phonemic awareness is a concept less well known and ?it's not something you hear about often. Certainly, phonics is absolutely necessary to develop fluent reading skills; however, there are different types of phonics including embedded, analogy, analytical, and synthetic phonics. While using some type of phonics is better than not including any phonics instructions at all, you will achieve FAR BETTER results by employing synthetic phonics, which is by far the most easy and effective method for teaching reading. Multiple studies support this.

In a 7 year study conducted by the Scottish Education Department, 300 students were taught using either analytic phonics or synthetic phonics. The results found that the synthetic phonics group were reading 7 months ahead and spelling 8 to 9 months ahead of the other phonics groups. At the end of the 7 year study, the children were reading 3.5 years ahead of their chronological age.

Very impressive!

Through their amazing reading program, the creators (Jim & Elena - parents of 4 children and reading teachers) have taught all of their children to read phonetically by 3 years old and have helped thousands of parents to successfully teach their children to read as well! Some are small 2 or 3 year old toddlers, others are young 4 or 5 year old preschoolers, and still others at ages 6, 7, 8 or even older.

>> Click here to watch amazing videos of young children reading, and see the amazing results so many parents are achieving with their children.

The Children Learning Reading program works so well that many children will achieve reading ages far ahead of their chronological age.

Take Jim & Elena's children as an example: their oldest child, Raine, was reading phonetically at 2 years 11 months old, and by the time she entered kindergarten at 5 years old, she was reading at a grade 5 level with a reading age of 11.9 years - almost 7 years ahead of her chronological age. Their second child, Ethan, learned to read phonetically by 2 years 9 months, and at age 3, he was reading at a grade 2 level with a reading age of 7.2 years - progressing at a similarly quick pace as his older sister. Find that hard to believe? You can watch the videos posted here.

There are many different phonics programs out there, but rarely do you ever hear a mention of phonemic awareness (PA), and PA is absolutely an equally critical component to developing reading skills in children. What makes the Children Learning Reading program so unique and amazingly effective at teaching young children is that it seamlessly combines the teaching of synthetic phonics along with phonemic awareness to enable children to develop superb reading skills.

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