Differentiate between real words that contain a vowel and non-words that contain only consonants.
- File folder
- Envelope labeled Every word has a vowel
- Word and non-word cards*
* Items included below.
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.
- 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.
- 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.
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.
1. CCSS.ELA-LITERACY.RF.K.3.D: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
2. CCSS.ELA-LITERACY.RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words.