Phonics: Irregular Vowels: The

Challenging O-U-G-H Pattern Sound

English as a Second Language

Developing - Expanding

6 - 8

1. To connect pronunciation of –ough sounds to previously learned

sound patterns through rhyming words

2. To raise awareness of differences in pronunciation of a language

3. To create visuals that will assist students with the spelling and

pronunciation of special sounds

Even though this is a skill that is addressed in the

elementary grades, English language learners who have not acquired

fluent English proficiency still struggle with fluency. For this reason

phonics needs to make part of direct instruction. Furthermore,

assisting students in becoming better readers to aid their

comprehension is one of the goals of the ESL programs.

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beginning reading: A quantitative research synthesis. Review of Educational Research, 59,

87-116.

Stahl, S., McKenna, M., Pagnucco, J. (1994). The effects of whole language instruction: An

update and reappraisal. Educational Psychologist, 29, 175-185.

Stanovich, K. (1994). Romance and reality. The Reading Teacher, 47(4), 280-291.

- RF.5.3:

Know and apply grade-level phonics and word analysis skills in

decoding words.

Listening, Speaking, Reading, Writing

Lessons ObjectivesLesson 1: To explore the multiple sounds of the –ough letter

sequence by listening to the sounds, writing the words,

comparing letter vs. syllable number, and use the word walls as

a learning resource

Lesson 2: To identify and describe patterns within words using

different forms of expression (poetry/music) and establishing

connections to previously learned patterns.

Lesson 3: To create graphic organizers that support learning

words that contain the –ough letter sequence

Working With Words reproducible (Creating Strategic Readers

CD, Lesson 3)

YouTube videos: Ricky reads a bedtime story in English (I Love

Lucy) and OUGH

Poem: Pronunciation Poem Ough, The Ough Song

Rhyming –ough chart

Graphic organizer – Four Corners

Laptops

Student Writing Journals (Notebooks)

Irregular vowel words for Word Wall: enough, cough, through,

rough, drought, bough

enough

rough dough

cough

droughtbough*

through

Building Background /

Activating Prior Knowledge – Day 1

Vocabulary

droughtsequíahan hán

dough

masa bôt

ramabough

cành cây

Did the video clip remind you of any

personal situations? Share with your

partner (A/B partners)

Allow volunteers to share.

Focus: Making Personal Connections

Explain the Working With Words activity (Ellery,

2009, p. 86)

Model activity with enough and cough.

Use: through Teacher presents words

Teacher & Students do steps 2 – 8 of Working With Words

After each step, teacher calls team’s speaker to report on

findings.

Use: roughUse internet or electronic translators to listen to sound of word

http://quizlet.com/7630942/ough-sounds-in-english-flash-cards/

Working in Groups of 4, students complete steps 2-8

After steps 3, and 5 – 8, teacher calls on team’s speaker to report on

findings

Use: dough

Use internet or electronic translators for pronunciation

http://quizlet.com/7630942/ough-sounds-in-english-flash-cards/

A/B partners do steps 2 -8

Teacher provides feedback

Use: drought

Students do all steps on their own using same procedure

Teacher monitors activity

Teacher provides feedback

Reflection

What strategy could you use

to help you remember how to

pronounce the different o-u-g-h

sounds?

(Allow 1 – 2 volunteers offer ideas

before writing)

Write it

Share it

Ongoing: Students’ responses Students’ journals: (Notebook/Laptop- Type

it/ dictate it)

Review: (Building Background /

Activating Prior Knowledge): Day 2

Partners A/B:Mini-worksheet

Rhyming words

Rhyming -ough sounds

/ŭ/ + /f/ /ŏ/ + /f/ /ō/ /ŏ/ /ew/ /ow/

enough cough dough bought through bough

Explain Chant/Challenge/Chart activity

(Ellery, 2009, pp. 69-70)

Project poem on

SmartBoard or document

camera

Students highlight on board

words with -ough

Teacher models reading

Pronunciation Poem – O-U-G-H

Unknown Author

Enough Is Enough

Four letters cause me

disillusion

OUGH makes phonetic confusion

Four simple letters with four

pronunciations

Make learning English tough

for anyone in this nation*

OUGH has no logic, no rule

Or rhyme or rhythm; it will

fool

All who struggle to master

expression

English may cause thorough

depression.

I pour some water in a trough

I sneeze and splutter, then I

cough.

And with a rough hewn bough

My muddy paddy fields I

plough**.

Loaves of warm bread in a row

Crispy crusts and doughy

dough.

Now, my final duty to do

And then my chores will all

be through.

My lament is finished, even

though

Learning this word game is

really slow.

It is so difficult, it's very

rough

Learning English is really

tough.

If a trough was a truff

And a plough was a pluff

If dough was duff

And though was thuff

If cough was cuff

And through was thruff

I would not pretend, or try

to bluff,

But of OUGH I've had enough

* Original poem reads “Asians.”

** British spelling for plow.

Distribute copies of poem or guide students to laptop folder

with lesson

Reread with students echoing

Question: What different sounds did you hear? Where?

A/B Partners

Compare different sounds of –ough

Find 2 – 3 rhyming words

Use the internet to do search

Record words in journals (type –ough rhyming

words)

Share findings with the whole group

Choose 2 of the words with

ough

Create a rhyming sentence

Record them in journal.

Share them

Form groups (2-4)

Read the OUGH Song

(http://suzyred.com/oughsong.html)

Present to the class with music,

PowerPoint presentation,

recitation, a dance, or a skit after

finishing this unit.

Practice poem,

using A / B/ AB

(choose how to split

the lines)

Read to the class

Reflection

How can rhyming help me with the pronunciation of

irregular vowel sounds?

(Allow 1 – 2 volunteers offer ideas

before writing)

Write it.

Share it.

Ongoing: Students’ responses Students’ journals: (Notebook/Laptop- Type it/ dictate it)

Making Connections: Watch for

similarities / differences in British

and American English

pronunciation.

Making Connections

Think-Pair-Share:

Similarities &

difference in

pronunciation

Why do you think this

happens?

Making connections:

personal/text/others

Day 3

– Share one

fact about the letter

sequence –ought

Word

I have learned

that

I have learned

that

I have learned

that

I have learned

that

Word Wall Activity

Explain students will complete a

graphic organizer with 4 facts

about the -ough words

Model in SmartBoard or document

camera – Use enough - Think

aloud

Use cough

Groups of 4

Guided Practice:

- Let’s think, maybe, of the

sound it makes and write

it on the first box.

-What else have we learned

about this word?

(Students’ responses may

include: translation,

rhyming words, differences

with other –ough words).

cough

I have learned

that it says

short o + f

sound at end

I have learned

that it means

“toser or tos”

in Spanish.

I have learned

that it rhymes

with rip off

I have learned

that the ough

sounds different

than in drought

Groups of 4

Use through and

rough

Monitor and give

feedback

Group speaker will

share with class

Within group split

into A/B partners

Use the word

dough

Monitor and give

feedback

Share with class

dough

masa

bôt

dough

I have learned

that

I have learned

that

I have learned

that

I have learned

that

Use drought

Monitor and give

feedback

Students post graphic

organizers in stations around

classroom

Students visit stations as

music plays. When music

stops, students move to next

station.

How did the Four Corners activity support

your knowledge of –ough words

pronunciation?

Did the Walk-Through help you improve

your knowledge? Support your answer.

enough cough through

rough doughdroughtbough

Ongoing: Student talk Graphic Organizers Students’ journals: (Notebook/Laptop- Type

it/ dictate it)

Cassidy, J., Montalvo Valdez, C., & Garret, S. D. (2010). Literacy trends and issues: A look at

the five pillars and the cement that supports them. The Reading Teacher, 63(8), 644-655.

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Ellery, V. (2009). Creating strategic readers. Newark, DE: International Reading Association.

Cassidy, J., Montalvo Valdez, C., & Garret, S. D. (2010). Literacy trends and issues: A look at the five pillars and the cement that supports them. The Reading Teacher

http://suzyred.com/oughsong.html

http://www.youtube.com/watch?v=SmwZqJB_8dQ&feature=related

http://www.youtube.com/watch?v=qFNK4ebSicA&feature=related

http://quizlet.com/7630942/ough-sounds-in-english-flash-cards/

http://computertomorrow.blogspot.com/2012/05/tips-to-find-best-laptops.

htmlhttp://hardboundjournal.com/leather-bound-writing-journals.html

http://jek-insearchof.blogspot.com/2011/06/trying-to-get-out-of-drought.

htmlhttp://www.everystockphoto.com/photo.php?

http://doofydizee.com/2011/08/03/paper-plate-gourmet-super-easy-pizza-dough/

http://tccl.rit.albany.edu/knilt/index.php/IRFhttp

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ttp://esol960.wordpress.com/2012/04/17/group-

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