A Claw and a Paw Can Draw

Objective

Read and write words that end in -aw.

Lesson Plan

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Target Words:

  • claw
  • draw
  • paw
  • saw
  • straw

Materials:

  • 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)

Overview 
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

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I Saw a Paw and Claw Draw

I saw a big paw.  
I saw the paw draw.
I saw the paw draw a seesaw.
I saw the paw draw a saw.
 
I saw a big claw.
I saw the claw draw.
I saw the claw draw a card. 
 
I saw a path of paws. 
I saw an animal with paws in the straw.

Printouts

Standards

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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.

http://education.byu.edu/seel/library/