Read and write words that end with aw.
- Salad tongs or clothespin to serve as a claw
- Picture of a crow*
- Paper claws*
- Picture of a saw, a seesaw, a straw, a claw, and a paw*
- Picture of a lobster*
- Word cards*
- Word-building cards*
- A Crow Can Caw and Draw target text*
*Items included below.
State and Model the Objective
The children will draw with paws and claws as they read and write words ending in aw, such as claw, draw, paw, saw, straw, and caw.
Let a crow hold a marker with a claw to draw
- Read the target text A Crow Can Caw and Draw (found below) to the children.
- Show the children the picture of a crow (found below) and have them say “caw.”
- Let the children attach a paper claw (found below) to a marker to make a claw on a paw.
- Use the claw to trace or draw a saw, a seesaw, a straw, or a paw (all found below).
Let a lobster draw a picture
- Show the picture of a lobster (found below) and point out the claw.
- Let the children use salad tongs or a clothespin as a pretend claw.
- Let the children try to draw by holding a marker with the tongs or clothespin.
- Use the claw to draw a saw, a seesaw, a straw, a paw, and a claw.
Let a crow or lobster draw a card
- Explain that the word draw can mean to pick a card.
- Tell the children they will draw a word card (found below) with a claw.
- Talk about animals that have claws on paws (e.g., bear, dog, cat).
- Show a picture of a lobster or crow and point out the claws.
- Show how clothespins or tongs are similar to claws.
- Read the -aw word cards to the children.
- Mix up the -aw word cards and place them face down in a row.
- Let children draw -aw words with a claw (clothespin or tongs) and read them.
Identify, blend, and manipulate sounds
With word-building cards (found below), have the children make new words by changing the vowel or either of the consonants:
- Change the beginning consonant(s): paw→ saw, raw→ jaw, law→ slaw, claw→ flaw, raw→ draw, straw→ thaw
- Change the ending consonant: paw→ pawn, draw→ drawn, claw→ claws, thaw→ thaws
- Change the vowel: draw→ drew, flaw→ flow
Read target words in texts
- Engage in shared reading of A Crow Can Caw and Draw (found below).
- Read the text with the children again, fading support.
- Have the children make a list of the -aw words that they heard.
Write about the activity using target words
- Let the children write words from dictation (e.g., 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 or phrases.
- "I saw ___ (e.g., a crow, a crab, a dog) use a ___ (e.g., claw, paw) to ___ (e.g., draw a saw)."
- "A claw can draw ___ (e.g., a saw, a paw, a straw, a seesaw)."
- “A ___ (e.g., bear, dog, cat) can hold a pen with his ___ (e.g., claw) in his ___ (e.g., paw).”
SEEL Target Texts
A Crow Can Caw and Draw
One little crow said, "Haw."
One little crow sat down to draw.
Another crow said, "You can't draw."
But the little crow said, “I can draw.”
And the little crow drew some straw.
“Haw, Haw!! I can draw!!”
One crow said, "Caw!"
One crow said, "Haw!"
One crow said, "I can draw!"
Haw, haw, haw!
1. CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.
A Crow Can Caw and Draw