Kids playing in mud

Objective

Differentiate between real words that contain a vowel and non-words that contain only consonants.

Target Words & Materials

Target Words:

  • win
  • won
  • mad
  • mud
  • tent
  • sent

Materials:

  • File folder 
  • Envelope labeled Every word has a vowel
  • Word and non-word cards*

* Items included below.

Lesson Plan

Overview 
The children will play a sorting game where they identify real words that contain a vowel and non-words that don’t contain a vowel.

Literacy Activities
Sorting words

  • Open the file folder and label one side Yes and the other side No.
  • Fill an envelope with shuffled word cards and non-word cards (found below).
  • Explain to the children that every word must have a vowel and show them an example of a consonant-vowel-consonant word (CVC) and a non-word (no vowel).
  • Have the children take turns choosing a card from the envelope and taping it to the Yes side of the folder if it has a vowel in it or to the No side if it does not have a vowel.     
  • Have the children tell why they put their word on the Yes or No side.
  • Ask the children to read all the words on the Yes side aloud.

Making mud

  • On a whiteboard, write the five vowels (a, e, i, o, u) and a list of non-words that can be made into consonant-vowel-consonant (CVC) words (e.g., m_d or w_n).
  • Let the children add a vowel in the blank between the two consonants to create a real word (e.g., m_d→ mud; j_g→ jog; w_n→ win) and say, “I’m making ___ (mud).”
  • Repeat the activity with non-words that can be made into consonant-vowel-consonant-consonant (CVCC) words (e.g., p_th→ path; r_sh→ rash; s_nt→ sent).
  • Have the children take turns putting a vowel in the blank to make a real word and then reading it aloud.

More Practice
Identify the structure of the word

  • Remind the children that every word must have a vowel and write the vowels on the board.
  • Write CVC, CVCC, and Not as headings on the board and then show the children a word card example of each category while helping them determine which heading it should go under.
  • Have the children take turns sorting the word cards and placing them under the appropriate headings. 

Find the word patterns

  • Write a few sentences on the board with examples of CVC and CVCC words in them (e.g., “The dog fell in the puddle.”).
  • Have the children take turns using a crayon or marker to circle the CVC words and underline the CVCC words.

Printouts

Standards

All SEEL lessons align with Common Core standards. Please see the standards page.