making mud

Objective

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

Lesson Plan

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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.

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_dmud; j_gjog; w_nwin) 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_thpath; r_shrash; s_ntsent).
  • 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

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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.

http://education.byu.edu/seel/library/