Vowel Sounds-Syllables
The students will be able to use the knowledge that every syllable must have a vowel sound to determine the number of syllables.
Essential Question
How many syllables are in a given word? How do you know?
Grade(s):
- Kindergarten
- 1
- 2
Subject(s):
Recommended Technology:
-Smart Board
-Document Camera
Other Instructional Materials or Notes:
-Chart Paper
-Markers
-Words on index cards (2 3 and 4 syllable words)
-stack of various words with different syllables for students to work in groups
-White Boards
-Expo Markers
-Worksheet
Lesson Progression
1. Students will begin the lesson on the carpet. The teacher will begin by explaining to students how you can clap out the parts of a word that they want to write and break up the parts of a word they want to read. They can do this by taking longer words and breaking them into smaller parts.
2. After this, the teacher will say a word to students and they will listen for the beats, count the syllables and then clap it back. They should clap once for each part. The teacher should share examples using the words 'Panda', 'Cupcake', and 'Chocolate'. Give students a challenge by giving them a four-syllable word such as 'Television', discussing four-syllable words.
3. The teacher should put each of these words that were done on chart paper or index cards viewed under the document camera. The teacher should explain to students how to break apart the words using the syllables, but also pointing out the vowels in each part. If there is not a vowel in each part, it can not be separated into that many parts.
4. After doing this, students should be divided into groups of 3-4 students a given a bundle of cards. (No more than 8-10 words per group) Have the student write each word given to them on their personal whiteboards, and have them work as a group to separate the word into smaller parts, writing the number of syllables beside it and underlining the vowels in each part. Give students 15-20 minutes to do this. Come back as a group and discuss the words given in each group and how they went about breaking the words apart.
5. Have students go to their seat and complete a worksheet for an assessment. Students should have 5-7 minutes to complete the worksheet, and they should be collected at the end.
Teacher Notes
Extension: Students who have mastered this concept can continue to practice this by physically cutting the words apart to demonstrate the different syllables.
Remediation: Allow students to work with in small groups or allow a student who has mastered the concept to partner with them.
Worksheet
View ResourceStandards
- ELA.F.3 Know and apply phonics and word analysis skills in decoding andencoding words.
- ELA.F.3 Know and apply phonics and word analysis skills in decoding and encoding words.
- ELA.1.F.3.4 Identify the vowel and produce the vowel sound in a printed syllable or word to: a. decode and encode regularly spelled one-syllable words (syllablesinclude: closed, open, and vowel-consonant-e) including words with blends in initial and fi
- ELA.1.F.3.7 Read a two-syllable word by breaking the word into syllables
- ELA.F.3 Know and apply phonics and word analysis skills in decoding and encoding words.
- ELA.2.F.3.4 Identify the vowel in a printed syllable or word to: a. decode multisyllabic words with common syllable patterns (closed, open, vowel-consonant-e, vowel-r, vowel teams, consonant-le, and schwa syllables); and b. apply knowledge of multisyll
- ELA.2.F.3.7 Read multisyllabic words by breaking the word into syllables
Assessments
Students will be assessed through questioning during the lesson. They will be assessed through their participation in the group activity, and the worksheet will be taken up and used to see if students understand the material as well.