A Claw and a Paw Can Draw
Read and write words that end in -aw.
- Stuffed animal with paws (i.e. dog, cat, lion, bear) (optional)
- Picture of a paw to manipulate (see below)
- Old socks to serve as pretend paws
- Picture of a saw, seesaw, and claw (see graphics below)
- Picture of paw prints, straw, and lobster (see below)
- Kitchen tongs or tweezers to serve as a claw
- Clothespin to draw with a claw
- Word cards to put under paws (see below)
- Word blending cards (see below)
- I Saw a Paw and Claw Draw target text (see below)
The children will draw with paws and claws and will read and write words that end in -aw, such as claw, draw, paw, saw, and straw.
Practice the skill within an activity
Draw with paws
- Wear a sock like a paw.
- Let the children take turns using the sock paw to draw.
- Have the children hold a picture of a paw in their hands and use the paw to trace or draw a saw or a seesaw (see graphics below).
Draw an -aw word with a claw
- Show the children a picture of a claw (see graphics), and talk about animals that have claws (e.g. lobsters, crabs).
- Show how clothespins or tongs are similar to claws.
- Explain that the word draw can mean to create a picture or pick a card.
- Tell the children they will draw a word card with a pretend claw.
- Have the children read the -aw word cards out loud.
- Mix up the -aw word cards and place them face down in a row.
- Let children draw an -aw word with a claw (clothespin or tongs) and read it.
Follow a path of paws to read -aw words
- Set out a path of paws (see graphics) leading to an animal resting in straw (see graphics).
- Hide -aw word cards (see below) under the paws.
- Let the children follow the path of paws and read -aw words under the paws.
- Comment on what you saw under a paw: "I saw the word thaw under the paw."
- Have the children say what they saw: "I saw the word seesaw under the paw."
- Let the children find the animal resting in straw at the end of the paws.
Apply the skill
Identify, blend and manipulate sounds
- With word blending cards (see below), have the children make new words by changing the vowel or either of the consonant sounds:
- paw → saw; raw → jaw; law → slaw; claw → flaw; raw → draw; straw → thaw
- paw → pawn; draw → drawn; claw → claws; thaw → thaws
- draw → drew; flaw → flow
Read target words in texts (see below)
- Engage the children in reading the target text I Saw a Paw and Claw Draw.
- Read the text again, fading support.
- Have the children make a list of the -aw words that they heard.
Write about the activity using target words and patterns
- Let the children write words from dictation: claw, paw, slaw, draw, saw, jaw, law, straw, seesaw, and thaw.
- Engage the children in interactive writing about their experience by generating sentence frames and letting the children fill in target words and phrases.
- "I saw . . ." (a claw, a paw, words under a paw, a seesaw, any of the -aw words)
- "A claw can draw . . ." (a card, any of the -aw words)
- "A paw can draw . . ." (a saw, a seesaw)
SEEL Target Texts
I Saw a Paw and Claw Draw
I saw the paw draw.
I saw the paw draw a seesaw.
I saw the paw draw a saw.
I saw the claw draw.
I saw the claw draw a card.
I saw an animal with paws in the straw.
1. CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.
2. CCSS.ELA-LITERACY.RF.1.3.C: Know final -e and common vowel team conventions for representing long vowel sounds.
A Claw and a Paw Can Draw