a crow can caw and draw


Read and write words that end with -aw.

Lesson Plan

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Target Words:

  • claw
  • draw
  • paw
  • saw
  • straw 
  • caw


  • Picture of a crow 
  • Hooks, curved plastic cut out of take-out food containers, or nut shells in the shape of a claw 
  • Paper claws taped onto markers or crayons to serve as a claw on a paw
  • Picture of a saw, a seesaw, a straw, a claw, and a paw 
  • Picture of a lobster 
  • Salad tongs or clothespin to serve as a claw 
  • Word cards
  • Word blending cards 
  • A Crow Can Caw and Draw target text 

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.
Literacy Activities
Let a crow hold a marker with a claw to draw

  • Read the target text A Crow can Caw and Draw to the children.
  • Show the children the picture of a crow and have them say caw.
  • Let the children use a hook or claw graphic as a claw on a paw.
  • Tape the claw to a marker to claw in the children’s paws. 
  • Use the claw to trace or draw a saw, a seesaw, a straw, or a paw. 

Let a lobster draw a picture

  • Show the picture of a crab or lobster and point out the claw.
  • Let the children use salad tongs or a clothespin as a pretend claw.
  • Let the children hold a marker with the tongs or clothespin to draw. 
  • 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 with a claw.
  • Talk about animals that have claws on paws (e.g., bear, dog, cat).
  • Show a picture of a lobster, crab, 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 the children draw -aw words with a claw (clothespin or tongs) and read them.

More Practice
Identify, blend, and manipulate sounds

  • With word blending cards, have the children make new words by changing the vowel or either of the consonants:
    • 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 

  • Engage in shared reading of the target text A Crow Can Caw and Draw
  • 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: 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

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Haw, Haw -- A Crow can Draw

One little crow said, "Caw."
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!!  
Then all the crows got to rest in the straw.  
One crow said, "Caw!"
One crow said, "Haw!"
One crow said, "I can draw!"
Haw, haw, haw!



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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.