ALEX Learning Activity

Demonstrate Understanding of Syllables

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

  This learning activity provided by:  
Author: Shandra Upchurch
System:Madison County
School:Riverton Elementary School
  General Activity Information  
Activity ID: 2245
Title:
Demonstrate Understanding of Syllables
Digital Tool/Resource:
GoNoodle Clap It Out!
Web Address – URL:
Overview:

This learning activity may be used during or after a lesson to teach or check for understanding of multi-syllable words. This lesson applies word analysis skills in decoding words and counting syllables in multisyllabic words. Students may dance, sing, clap and/or count syllables along with the video in order to incorporate rhythmic movement skills. 

This activity is a result of the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Physical Education
PE (2019)
Grade: K
K-1.4) Apply rhythmic expression in response to music.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance
Physical Education
PE (2019)
Grade: 1
1-1.4) Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.

Examples: use rhythm sticks, scarves, ribbons while dancing or marching

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.
English Language Arts
ELA2021 (2021)
Grade: K
9. Demonstrate early phonological awareness to basic phonemic awareness skills in spoken words.

a. Count the number of words in a spoken sentence.

b. Recognize alliterative spoken words.

c. Recognize and produce pairs of rhyming words and distinguish them from non-rhyming pairs using pictures and/or spoken words.

d. Count, blend, and segment syllables in spoken words, including compound words.

e. Blend and segment onsets and rimes of single-syllable spoken words.

f. Identify the initial, final, and medial sounds of spoken words.

g. Blend and segment phonemes in single-syllable spoken words made up of three to four phonemes.

h. Distinguish between commonly confused cognate consonant sounds, using knowledge of voiced and unvoiced sounds and manner of articulation.

Examples: /t/ and /d/, /p/ and /b/, /ch/ and /j/, /s/ and /z/, /f/ and /v/, /k/ and /g/, /sh/ and /zh/, /th/ (voiced and unvoiced)

Note: Standard 9 is important as a foundational phonemic awareness skill for all learners.
English Language Arts
ELA2021 (2021)
Grade: 1
6. Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words.

a. Count, blend, segment, and delete syllables in spoken words, including polysyllabic words.

Examples: par-ti-cu-lar, cer-ti-fi-cate

b. Recognize and produce groups of rhyming words and distinguish them from non-rhyming groups of spoken words.

c. Produce alliterative words.

d. Blend and segment phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends.

e. Add, delete, and substitute phonemes at the beginning or end of spoken words made up of three to five phonemes, and produce the resulting word.

Examples: pan to pant; flight to light; cat to cap

f. Distinguish long from short vowel sounds in spoken, single-syllable words.

g. Distinguish between commonly-confused vowel sounds and commonly-confused cognate consonant sounds, using knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation.

Examples: /f/ and /v/, /p/ and /b/, /t/ and /d/, /k/ and /g/, /m/ and /n/, /ng/ and /n/, /s/ and /z/, unvoiced /th/ and voiced /th/, /ch/ and /sh/, /ĕ/ and /ā/, /ĕ/ and /ă/

Note: This is extremely important as a foundational phonemic awareness skill for all learners.

h. Identify the sound substitution in words with five to six phonemes.

Example: strips/straps, square/squire
Learning Objectives:

The student will count syllables in single syllable words, compound words, and polysyllabic words.

The student will perform rhythmic movements.
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

First, have the students clap and/or count out the syllables of their first and/or last names to get the students thinking and moving. Explain to the students that they will be practicing counting syllables today. Next, pull up and watch the video, Clap It Out.  The students will practice clapping, counting syllables, singing, and dancing with the video until they have an understanding of segmenting and counting syllables. Finally, have the students practice sorting words into the correct categories of 1 syllable, 2 syllables, 3 syllables, 4 syllables, and/or 5 syllables using the suggested word sort picture (https://drive.google.com/file/d/0B7cK9wai9jzHWnhpbTlzU0ZnMkhRdzdJYkNTR0FZZW42RXJz/view?usp=sharing). This may be done, as a whole group or in small groups. The students will sort the 20 words from the video into 1 syllable, 2 syllables, 3 syllables, 4 syllables, and 5 syllables to sort (4 words for each category). The following are the 20 words/word combinations: mice, vegetarian, invisible, awesome, chimpanzee, volunteers, bake, cheese, cakes, alligators, inspecting, chandeliers, potato salad, appreciate, calculators, hippopotamus, evaluating, hamster, birthday, party.  

 
Assessment Strategies:

During the lesson, the educator will monitor that students are clapping/counting the syllables in spoken words to check for understanding. The educator will monitor the students as they sort the words in correct columns with 1 syllable, 2 syllables, 3 syllables, 4 syllables, and/or 5 syllables to check for understanding. 
Advanced Preparation:

Type the following 20 words on a sheet of paper and cut out to be sorted: mice, vegetarian, invisible, awesome, chimpanzee, volunteers, bake, cheese, cakes, alligators, inspecting, chandeliers, potato salad, appreciate, calculators, hippopotamus, evaluating, hamster, birthday, party. Make enough copies for all students to participate. Click on the link to view a suggested word sort picture to have for students to sort words https://drive.google.com/file/d/0B7cK9wai9jzHWnhpbTlzU0ZnMkhRdzdJYkNTR0FZZW42RXJz/view?usp=sharing
Variation Tips (optional):
 
Notes or Recommendations (optional):

If envelopes are unavailable to hold the words chart paper, whiteboard, clear touch screen, interactive whiteboard, etc. may be used to write the number of different syllables heading. Students may write the word(s) under the correct heading or students may write the word(s) on sticky notes and put them under the correct column.
  Keywords and Search Tags  
Keywords and Search Tags: count syllables, multisyllable words, rhythmic dance, rhythmic movement, syllabication, syllabication patterns, syllables