ALEX Learning Activity

Chunking Syllables-Chunk 1, Chunk 2, Chunk 3, Chunk 4-What's the Word?

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: Robin Coachman
System:Dothan City
School:Dothan City Board Of Education
  General Activity Information  
Activity ID: 2941
Title:
Chunking Syllables-Chunk 1, Chunk 2, Chunk 3, Chunk 4-What's the Word?
Digital Tool/Resource:
Chunking Multisyllabic Words
Web Address – URL:
Overview:

In this activity, the teacher will use the Google Doc to introduce students to "Chunking Multisyllabic Words."  The teacher will model how to chunk syllable parts and read multisyllabic words using the first two words simple and even. The teacher will have students join her to chunk and read the rest of the words. This activity is meant to be multisensory, allowing students to stand up and use their hands to chunk words (like an alligator snapping for food). 

This resource was created in partnership with Dothan City Schools.
  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 3
8. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context.

a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and odd or schwa syllables.

b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words.

Examples: VC/CV, V/CV, VC/V, CV/VC; com-mit-ment, e-vent, ev-er-y, po-et

c. Decode and encode words with three-consonant blends, digraphs, trigraphs, quadrigraph eigh, combinations, diphthongs, and silent letter combinations.

Examples: spl-, str-, scr-, squ-; th, sh, ch, ck, ph; tch, dge, igh; er, ir, ar, or; oi, oy, ou, ow; kn, gn, mb, wr, gh

d. Decode and encode words with graphemes that represent multiple sound-symbol correspondences by applying knowledge of most common to least common frequency.

Examples: y can be read /y/ in yet, /ē/ in candy, /ī/ in fly
digraph ch can be read /ch/ in chair, /sh/ in chef, and /k/ in school
diphthong ow is read /ou/ in cow, but digraph ow is read /ō/ in snow

e. Decode and encode multisyllabic words using knowledge of stress or accent to pronounce a word correctly, including the schwa sound when appropriate.

Examples: the noun con'/vict vs. the verb con/vict'; the noun pro'/duce vs. the verb pro/duce'

f. Decode and encode words using knowledge of the morphological structure of a word, including prefixes, suffixes, and roots.

Examples: fore-, anti-, post-, sub-; -ment, -hood, -er, -or; port, ject, form, dict

g. Decode and encode contractions with am, is, has, not, have, would, and will.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

h. Decode and encode frequently confused homophones accurately using knowledge of English and meaning to facilitate learning.

Examples: hear/here; night/knight; tacks/tax

i. Decode and encode words with hard and soft c and g.

j. Decode and encode grade-appropriate high frequency words that follow regular and irregular phoneme-grapheme correspondences, using knowledge of the specific sound-symbol correspondences that are irregular.
Learning Objectives:

Students will apply their knowledge of syllable division and word construction by chunking syllables to decode grade-appropriate multisyllabic words.
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

1. The teacher will introduce students to how words are divided by using the video, "Breaking Down Multisyllabic Words." The students will discuss ways in which words can be broken apart.

2. The teacher will show the Google Doc, Chunking Multisyllabic Words. The teacher will model how to chunk (divide) and read words using the first two words (simple and even) from the Google Doc. The teacher will model slowly to show the importance of hearing each (chunk) syllable division in the words. 

3.  The students will join in with the teacher chunking and reading the remainder of the words from each group of multisyllabic words. This activity can be done in a whole or small group setting. 

4.  The teacher will print the Group Assignment sheet attached to the Google Doc for students to use for working in small groups.

5. The teacher will cut out the words below the Group Assignment sheet (or write them on index cards) and place each word in a separate envelope. The teacher will add the words' chunks to the envelopes. The students will use the word chunks to check themselves. The teacher will give each group a total of at least six words two from each of the multisyllabic groups. 

6. The students will put their names on the Group Assignment sheet. The teacher will give each group at least six envelopes (or more if desired) containing the word and its chunks from each multisyllabic word group.

7. The students will open one envelope at a time. The students will read the word together as a group (if they can't, it's okay at this point). The students will write the word on their group assignment sheet under the correct group of multisyllabic words and then chunk the words into parts. At this point, students should read the word correctly. The students will check their responses by looking inside the envelope for the word chunks.

8. To extend the activity, the teacher will add more space on the Group Assignment sheet, and place all words in a separate envelope with the word chunks inside. The teacher will allow students to continue working in small groups together. Students will rotate to the next group in a clockwise rotation until they have rotated to each group. Students will check their responses using the word chunks inside the envelopes before rotating to the next group.

9.  The final step is to allow students time to turn to a partner and share what they have learned and how chunking words into parts help to read the word.

 
Assessment Strategies:

  • The teacher will monitor students during the activity to see if students are chunking and reading the words correctly.  

  • The teacher will monitor and observe students working in small groups.

  • The teacher will monitor students' listening and collaborative skills as they share their learning with each other.
Advanced Preparation:

  • The teacher will need the video, Breaking Down Multisyllabic Words.

  • The teacher will need the Google Doc.

  • The teacher will need six envelopes for each group labeled: 2 chunks, 3 chunks, and 4 chunks

  • The teacher will need to divide students into groups of three to four students.

  • The teacher will cut out or write the multisyllabic words from each group of words that are attached to the Google Doc.

  • The teacher will cut out the word chunks or write them on small strips of paper to place at the bottom of the envelope.

Materials Needed:

  • Box of small envelopes

  • Markers

  • Note-taking pad

  • Pencil for each student

  • Group Assignment Sheet for each student

  • Assign students in groups of three to four before the activity.
Variation Tips (optional):

For intervention, use the following activity to help students identify syllable patterns in words. Students will take turns selecting a card and reading the syllable part. The student will match the initial syllable to the final syllable. Students will record their answers on a recording sheet. 

For advanced students, the teacher can allow them to come up with their own multisyllabic words, chunk them into parts, and write them on notebook paper to share with the teacher.
Notes or Recommendations (optional):

Links to Related Activities:

During Activity - Around the Room Counting Syllables With Friends!

After Activity - What's the Syllable Spelling Pattern?
  Keywords and Search Tags  
Keywords and Search Tags: chunk, decoding, multisyllabic words, syllable, syllable division