Our literacy block starts shortly after lunch, so while my students are out of the room, I put some labels on everyday items. The problem is that I have labeled these items with nonsense words that rhyme with their real names: woset for closet, toor for door, sindow for window, dalendar for calendar, etc. On the front board, I have put a list of tags with the real words. As the children come into the room, they become very aware that something is awry.
Boys and girls as you have noticed, something is not quite right in our classroom this afternoon. The room is labeled, but there is something wrong with the labeling. Can you figure out what went wrong?
It doesn't take long for the children to see that the correct labels are on the board. I let them problem solve and soon enough they have substituted the correct labels for the incorrect labels. If your group doesn't do this on their own, prompt them. My class has had experience with type of activity.
After a few minutes, I call the group together onto the rug.
What do you think happened here in the room today? Can you see how all the new labels got mixed up? I am so glad to have you here to straighten them out for me. A while ago, I read a story to you called The Hungry Thing. Who remembers something about that book? The townspeople wanted to feed the Hungry Thing, but got confused by the way he said things--he always used nonsense words.
Today you will hear a Dr.Seuss book that has a similar pattern of confusion. Listen as I read the book, A Wocket in my Pocket. Give me a thumbs-up if you have heard this story before.
What did you notice about the words in the story? They were close to the real word, but not a real word. Think back to when you came into the room from lunch. Those words were close, too, but not real.
Let's take a look at the tags on the board. What words did I mean when I put "woset" up? Yes, I meant closet. As I read the tags, tell me the real word.
Nonsense words provide an effective way for teachers to assess how well a student is applying the skills that are being taught in phonics instruction. Here I would proceed to read all the nonsense tags for the children to chime-in and solve.
You are going to have a chance to create your own type of "Wocket in your Pocket". We will be constructing a pocket out of blue paper. On the front of the pocket, the words are copied. You will create a nonsense rhyme to go with your name.
For example, if your name was Jack, you might have a Thack. If your name was Anna, you might have a Yanna. Do you see how this will sound?
Now let's take a look at how we would write this. When we changed closet to woset, we took off the first letters "cl" and changed them to a "w". When we turned Jack into Thack we took away the "J" and added "Th", and when we changed Anna to Yanna, all we had to do was add a "Y".
So if your name begins with a consonant you are going to get rid of it and add a new letter, but if your name begins with a vowel, you can just add a letter to the beginning of your name.
If you get confused, what can you do? You can ask two friends or ask an adult for help.
Let's start by creating the pocket. As you can see, I have already folded the paper in half for you. Keep it folded and cut on all the sides except the folded side. Before you glue, show an adult. She will point out where the glue needs to go because you do not want to glue your pocket shut.
Next you will write your rhyme. Don't forget to ask for help if you need it. Remember, if your name begins with a consonant you are going to get rid of it and add a new letter, but if your name begins with a vowel, you can just add a letter to the beginning of your name.
Lastly, you will create a character out of a piece of tagboard. This is the creature that you have created to rhyme with your name. Color it neatly, cut it out, and slide it into your pocket.
Once the students have put all the pieces together, we will share our rhymes with one another. We meet again at the rug so that we can see what each child has created. As children gather together in a group to practice their reading, they receive feedback from their classmates. When children read in a supportive atmosphere, they will relax, make discoveries, and begin to take risks. This leads children to take ownership in their learning.