Syllables/Visual
Using a Table:
Create a table with a variety of words and have the students separate the words into different boxes according to their syllables.
Ex-stu dents
A hint that students can use is to feel their jaw and every time their jaw goes down in a word, that is a new syllable.
Resource:
http://www.literacyonline.org | Contributor: Jennie Sonne |
| Mail: sonnej@pluto.dsu.edu |
Overhead Syllable:
Using the overhead projector or cards large enough for the class to see, write words in their correctly divided form and have the students say the words together with their hand under their jaw to recognize where the word is divided and also used to find the number of syllables. After the students have the hang of it, have words that are not divided and see if the students can do it this way.
| Contributor: Holly Cundy |
| Mail: cundyh@pluto.dsu.edu |
Title: Word Break
At a writing table you can have words written on separate cards then the children can use magnetic letters to break the word up into syllables. The children will be able to see what the word looks like when it is broken into syllables. This will give them an understanding of how to stress the word.
| Contributor: Teresa Knust |
| Mail: t_knust@hotmail.com |
Title: Choo-Choo Words
Have a train where each car has blank space to write in. Then have students break the syllables into each car of the train. Use one train for each word. This will help them see visually the break up of words but still recognize it at one complete word. You can do this both up on the board or on worksheets.
Resource:
I created the idea on my own
| Contributor: Jeff Lockner |
| Mail: locknerj@pluto.dsu.edu |
The Sound Shopping Trip
Materials needed: Magazines or catalogs with pictures of objects children know
Procedure:
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Have the student choose a magazine or catalog. Invite the student to go on a make-believe shopping trip. Then tell the student you will make believe you are shopping for things in the magazine. | ||||
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Have the student close his or her eyes and point to an object on the page. The have you student open his or her eyes and ask “What are you going to buy?” If the student says, “A hat,” ask, “What sound does hat start with? | ||||
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Then say, “Good. Hat starts with the sound h.” | ||||
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Repeat the steps, with each of you taking a turn shopping for something and then naming the first sound of the word that describes it.
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Title: Haiku
Idea: Have children write a haiku poem. Then place each child's poem on the board and have the students, as a class, divide each word into syllables.
Resource:
www.k6educators.about.com | Contributor: Lindsey Fiebelkorn |
| Email: fiebelkornl@pluto.dsu.edu |
Title: Visually Finding Syllables
Idea: For this activity there will be words cut up into each one of the
syllables in the words. The students will be asked to put the correct syllables
together to create the words that they make.
Resource: www.readwritethink.org
| Contributor: Chris Hill |
| Email: hillc@pluto.dsu.edu |
Title: Syllable Search
Idea: Have students find objects around the room with a certain amount of
syllables.
Ex: Two syllable words are window, teacher, and pencil.
Check to see if the students have chosen a word with the correct number of
syllables by either clapping them, or put magnetic shapes on the board
representing each syllable in the word
Resource:
http://www.pen.k12.va.us/go/VDOE/Instruction/Reading/findings.pdf#search='visual%20activities%20for%20syllable%20segmentation'
| Contributor: Jennifer Groenewold |
| Email: groenewoldj@pluto.dsu.edu |
Title: Syllables in a Bag
Idea: The teacher prints out words that have multiple syllables. Perhaps the
teacher could use the week's spelling list. Using a scissors, the teacher will
cut the words into syllables to form puzzle pieces and then put the individual
slips of paper into a brown paper bag.
Taking turns, each student will draw a strip of paper out of the bag
until all of the strips of paper have been distributed. Each student will read
their syllable out loud. They will then look for students who have a syllable
that will connect with their own to form a word. To self-correct, the students
should be looking to see if the puzzle pieces fit together. When the students
have connected their syllables to form words they should practice saying the
word by clapping out the syllables. To finish, students should use their word
in a sentence and write their sentence down to share with the class.
Example:
"elephant" el-e-phant Cut into 3 puzzle pieces.
| Contributor: Lindsay Brands |
| Email: brandsl@pluto.dsu.edu |