Auditory/Syllable
Title: Syllable Clap
Idea: Clap each syllable.
Teacher and students together clap each syllable in a song or verse while sitting in a group facing each other:
Example: Each separated syllable in "Little Tommy Tucker" is clapped one time.
Lit tle Tom my Tuck er
sings for his sup per.
What can he have
but bread and but ter?
Develops listening, watching, concentration, and cooperation in a group effort, plus a feeling for the rhythms of words and phrases in language.
Resources:
http://www.teachers.net/lessons/posts/1613.html
 |
Robin Taylor |
|
Title: Syllable Recognition
Idea: Have students count out syllables on their hands by putting their fingers to their thumb. Example - when spelling map the students will count the letter M then the letter A and then the letter P on their fingers to signify each sound they hear.
Resource:
http://www.wilsonlanguage.com/description.html | Contributor: Krisitna Gruener |
| Email: gruenerk@pluto.dsu.edu |
Title: Multi-Syllable Words
Idea: Practice multi-syllable words (e.g., hippopotamus) by tapping out the rhythm or using pictures/drawings to represent different syllables or parts of the word (e.g., hip - oh - pot - a - muss).
Using a book with a repetitive phrase (e.g., Brown Bear, Brown Bear - "What do you see?"), ask the child to say the repetitive phrase at the appropriate time in the story. Use rhythm cues (i.e., tapping out the rhythm of the phrase) if necessary.
Resource:
http://www.parent-childservices.com/handouts/activities_to_enhance_auditory_s.htm | Contributor: Rebecca Berg |
| Email: bergr@pluto.dsu.edu |
Title: Spelling Test Modifications
Idea: This idea can be used for students who are struggling with spelling tests,
but would also be helpful for students who are just learning to write.
The teacher is to draw lines or boxes on the students paper for as many letters
as in the spelling word.
This way the student who is struggling with auditory sequencing can see how many
letters are to be in the word.
Example: The spelling word is chalk.
c h a l k
_ _ _ _ _
As the student progresses and scores higher on the tests, the underlines or
boxes may be taken away.
Resource: Works 4 Me
http://www.nea.org/works4me/wm030409.html
| Contributor: Kirstin Girard |
| Email: girardk@pluto.dsu.edu |
Title: Whose Name
Idea: Pound a drum, or some other percussion instrument, two times to represent
a two-syllable name. Ask the children to raise their hands if they have a name
that matches that beat. Continue by varying the number of beats.
Resource:
http://www.breakthroughtoliteracy.com/index.html?SID&page=cm_te_la_syllables
| Contributor: Kaci Wilsey |
| Email: wilseyk@dsu.edu |
Title: Multisyllabic Words Manipulation
Idea: Divide words you've selected from upcoming reading material into
syllables. Write each syllable on a note card. Display the syllables that make
up one of the words in jumbled order (tas fan tic). Have students arrange the
syllables to form the word. When necessary, discuss the pronunciation and
spelling generalizations of any confusing syllables.
Resource:
http://teacher.scholastic.com/reading/bestpractices/phonics/syllabication.pdf
| Contributor: Kaci Wilsey |
| Email: wilseyk@dsu.edu |
Title: Chanting Syllables
Idea: Listen to the teacher say a word aloud and then have the students chant
back the word, breaking it into syllables.
Example: Teacher would say aloud Hippopotamus
Student would chant back hip.po.pot.a.mus
Teacher would have several words available for students to chant.
*It might be useful for teachers to select words that students have been reading
in their science or social studies books to incorporate other subjects into
English class.
| Contributor: Autumn Eastman |
| Email: aaeastman@pluto.dsu.edu |