ALEX Classroom Resource

  

Alphabats - Syllables

  Classroom Resource Information  

Title:

 Alphabats - Syllables

URL:

 https://www.abcya.com/games/alphabats_syllables

Content Source:

 Other
ABCya
Type: Interactive/Game

Overview:

Alphabats - Syllables is a super fun way for kids to practice phonemic awareness. Click on the bats’ bellies to hear the words, then match the words with the same number of syllables. Match 6 words correctly, then help the bats collect fireflies!

Content Standard(s):
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
Unpacked Content
Teacher Vocabulary:
6.
  • Demonstrate
  • Phonological awareness skills
  • Phonemic awareness skills
  • Spoken words
6a.
  • Count
  • Blend
  • Segment
  • Delete
  • Syllables
  • Spoken words
  • Polysyllabic words
6b.
  • Recognize
  • Produce
  • Rhyming words
  • Distinguish
  • Non-rhyming
6c.
  • Alliterative
6d.
  • Blend
  • Segment
  • Phonemes
  • Single-syllable spoken words
  • Consonant blends
6e.
  • Add
  • Delete
  • Substitute
  • Phonemes
6f.
  • Vowel
  • Long Vowel Sound
  • Short Vowel Sound
  • Single-syllable spoken words
6g.
  • Distinguish
  • Vowel sounds
  • Cognate consonant sounds
  • Mouth position
  • Voiced sounds
  • Unvoiced sounds
  • Articulation
6h.
  • Substitution
  • Phonemes
Knowledge:
6. Students know:
  • Basic to advanced phonological and phonemic awareness skills.
6a.
  • Syllables in spoken words.
  • Polysyllabic words.
6b.
  • The features of rhyming words.
  • The features of non-rhyming words.
6c.
  • The features of alliterative words.
6d.
  • Phonemes in single-syllable spoken words.
  • Consonant blends.
6e.
  • Phonemes in single-syllable spoken words.
  • Phonemes in spoken words can be manipulated.
6f.
  • Long vowel sounds.
  • Short vowel sounds.
6g.
  • Vowel sounds.
  • Cognate consonant sounds.
  • The mouth position, voicing, and manner of articulation of speech sounds.
6h.
  • Sound substitution.
Skills:
6. Students are able to:
  • Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words.
6a.
  • Count syllables in spoken words, including polysyllabic words.
  • Blend syllables in spoken words, including polysyllabic words.
  • Segment syllables in spoken words, including polysyllabic words.
  • Delete syllables in spoken words, including polysyllabic words.
6b.
  • Recognize groups of rhyming words.
  • Produce groups of rhyming words.
  • Distinguish groups of non-rhyming words from groups of rhyming words.
6c.
  • Produce alliterative words.
6d.
  • Blend phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends.
  • Segment phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends.
6e. Using spoken words made up of three to five phonemes,
  • Add phonemes at the beginning or end of a word and produce the resulting word, such as changing pan to pant.
  • Delete phonemes at the beginning or end of a word to produce the resulting word, such as changing flight to light.
  • Substitute phonemes at the beginning or end to produce the resulting word, such as changing cat to cap.
6f.
  • Identify long vowel sounds.
  • Identify short vowel sounds.
  • Distinguish between long and short vowel sounds in spoken words.
6g.
  • Using knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation, distinguish between commonly-confused vowel sounds and cognate consonant sounds.
6h.
  • In words with five to six phonemes, identify sound substitutions, such as identifying the vowel sound changed in the word pair strips/straps.
Understanding:
6. Students understand that:
  • Being able to identify and manipulate the sounds in spoken words will help improve their reading, spelling, and writing abilities.
6a.
  • Being able to to identify and manipulate syllables in spoken words will help improve their reading, spelling, and writing abilities.
6b.
  • Words that rhyme have the same vowel and ending sound.
6c.
  • Alliterative words begin with the same sound.
6d.
  • Blending is the ability to hear the individual sounds in a spoken word, join the sounds together, and produce the word.
  • Segmenting is the ability to break words down into their individual sounds.
6e.
  • Adding, deleting, and substituting phonemes at the beginning or end of spoken words changes the resulting word.
6f.
  • One letter can make different sounds depending on its context.
  • When a letter makes the sound of its letter name, it is considered a long vowel.
  • When a letter makes a sound other than its name, it is considered a short vowel.
6g.
  • The knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation is required for the proper pronunciation of words.
  • The ability to distinguish commonly-confused sounds will help them become better readers, spellers, and writers.
6h.
  • A word's meaning and pronunciation will be altered if one sound is changed.
Tags: match, phonemic awareness, syllables
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Author: YVETTE AKRIDGE
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