Nonsense (Words)!

August 23, 2015
by Molly Stahl

Phonological awareness is essential for reading success. This lesson puts the student in control of creating, reading, and sorting CVC words in interactive ways.

Learning Objectives

Students will be able to build and distinguish between real and nonsense CVC words.

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Lesson

Introduction (5 minutes)

  • Write ‘tog’ on the board. Ask for a volunteer to read the word.
  • Ask, “Does that sound right? Is ‘tog’ a real word?”
  • Introduce the term ‘nonsense’. Say, “Nonsense words are silly, make-believe words that we sometimes use to practice sounding out. When we know all the sounds that letters make, nonsense words are easier to read.”

Explicit Instruction/Teacher Modeling (5 minutes)

  • Say, “Today, we are going to make real and nonsense words. First, we need to know: what makes a word?"
  • Refer back to the word ‘tog’ and ask what the letters are in this word are. Write C V C above the word.
  • Say, “Words are made up of letters, and the types of words we are going to make have a special pattern. They have a consonant in the beginning, a vowel in the middle, and a consonant at the end.”

Guided Practice/Interactive Modeling (10 minutes)

  • Distribute alphabet strips to each student.
  • Model identifying each letter as a vowel or consonant.
  • Ask for volunteers to help.
  • Instruct students to put a star above or circle the vowels.
  • Once all vowels are identified, ask for volunteers to come to the board and write a CVC word.
  • After a student writes a word, have them call on another volunteer to read the word and say if it is a real or nonsense word.
  • Repeat this at least three times.

Independent Working Time (10 minutes)

  • Pass out the word dice and recording sheets.
  • Read the directions and model using dice to build a CVC word.
  • Have students work independently or in pairs to fill their recording sheet with CVC words and identify them as real or nonsense.

Extend

Differentiation

  • Enrichment: Have advanced students work independently for the different activities.
  • Support: Have struggling students work in pairs or groups.

Review

Assessment (10 minutes)

  • Use students' word lists to assess their understanding of reading and identifying real and nonsense words.
  • Have students read both types of words to a partner and circle the real words.

Review and Closing (5 minutes)

  • Review the Roll-a-Word recording sheet.
  • Have each student share with the class one or two words she created.
  • Invite students to share their feedback about the Roll-a-Word activity.

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