Students will be able to build and distinguish between real and nonsense CVC words.
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.
- Enrichment: Have advanced students work independently for the different activities.
- Support: Have struggling students work in pairs or groups.
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.