Syllable awareness activities
5 fun syllable activities - The Measured Mom
PSPKK123July 5, 2016 • 54 Comments
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Looking for fun syllable activities? You’ve hit the jackpot!
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Hamburger. Ham-bur-ger.
Macaroni. Mac-a-ro-ni.
Motorcycle. Mo-tor-cy-cle.
Did you know that the ability to break words into syllables is an important part of phonological awareness? Phonological awareness. That’s a big teacher-y word, but it’s easy to define.
Phonological awareness = the awareness of sounds within words
Kids need phonological awareness before they learn to read. That’s why I’m sharing six fun ways to teach kids how to count syllables as part of our Get Ready for Kindergarten series. And here’s some great news – counting syllables is fun!
1. Jump.
First, I used painter’s tape to make a numbered ladder on the floor. My Four stood behind the first line. Then I held up a picture card (get them at the end of this post), and he jumped once for each syllable.
“Ham-bur-ger.” He looked down to see what number he was standing on. That’s how many syllables the word had.
He loved this and breezed through 24 cards in no time!
2. Sort pictures.
Next, I put the 1,2,3 and 4 syllable headers on our pocket chart. My Two handed her older brother one card at at time. He named the picture, breaking it into syllables as he did so. Finally, he filed the picture under the proper header.
I showed him how to clap the syllables, but he only needed to do that once. By saying each word slowly, he easily counted the syllables. “Cal-cu-la-tor. Four!”
3. Sort objects.
My Seven and Nine gathered toys for me that were one, two, three, or four syllables.
Then I provided some sorting containers for my preschooler to sort them.
4. Manipulate.
Print these free cards from This Reading Mama. Then give your child small counters to move, one at a time, as he says each syllable. Have him count the manipulatives to see how many syllables are in each word.
5. Build.
Check out This Reading Mama’s post about counting syllables with duplo bricks – you’ll also get a set of free picture cards.
6. Clip it!
Just grab our free syllable clip cards, and have your child clip the correct number of syllables with a clothespin.
And there you have it – six hands-on ways to teach syllables!
Get the free sorting cards below. You’ll find a total of 48 cards, in three different formats – depending on how much ink you want to use. 😉 Make sure you select the pages you want instead of printing the whole document.
Get your free syllable activities!
CLICK TO DOWNLOAD
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Your students can complete these activities in Google Slides on a computer or tablet – no printing necessary! The resource includes activities for rhyming, syllable counting, beginning sounds, and upper/lowercase matching.
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Filed Under: Reading, Pre-reading Tagged With: phonological awareness, first grade, kindergarten, syllables
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Syllable Games | Classroom Strategies
As students progress in their literacy understanding, they move from reading and writing single syllable words (often with consonant-vowel-consonant constructions) to reading and writing multisyllabic words.
Instruction focused on teaching students about syllables often focuses on teaching different types of syllables (open and closed) and what occurs when syllables join together within a word.
| How to use: | Individually | With small groups | Whole class setting |
More phonological awareness strategies
Why teach about syllables?
- Dividing words into parts, or "chunks" helps speed the process of decoding.
- Knowing the rules for syllable division can students read words more accurately and fluently.
- Understanding syllables can also help students learn to spell words correctly.
Drumming out syllables
Students use a drum or tambourine to take turns drumming out the syllables in their names or other words. See the lesson plan.
This video is published with permission from the Balanced Literacy Diet.
See many more related how-to videos with lesson plans in the Phonemic Awareness section.
Syllables: kindergarten
This video depicts a kindergarten small group engaging in a syllables activity. There are 5 students in this demonstration and they are using manipulatives. (From the What Works Clearinghouse practice guide: Foundational skills to support reading for understanding in kindergarten through 3rd grade.)
Collect resources
Marker activity
This activity, from our article How Now Brown Cow: Phoneme Awareness Activities, is an example of how to teach students to use a marker (i.e., token) to count syllables.
The marker activity often used for word counting can be adapted for use in counting syllables. Teachers can provide each child with tokens and two or three horizontally connected boxes drawn on a sheet of paper.
The children place a token in each box from left to right as they hear each syllable in a word.
Multisyllabic manipulation
This example includes several activities and a chart of multisyllabic words. One specific activity from this page is the Multisyllabic Words Manipulation Game. Teachers can divide words from reading selections into syllables, write each syllable on a note card and display the syllables in jumbled order. Have students arrange the syllables to form the words.
Multisyllabic words manipulation >
Clapping games
Associating syllables with a beat can help students to better learn the concept of syllables within words. Here's a clapping game to help young learners understand about dividing words into syllables.
Basic words clapping game >
Using mirrors
The following link includes information on introductory activities such as using mirrors for teaching students about syllables. Information is also provided about the different syllable spelling patterns.
Using a mirror to understand syllables >
Jumping syllables
This activity teaches student to separate words into syllables. Students move syllables around to create new "silly" words which gives them practice manipulating different sounds.
Jumping syllables >
Find many more syllable activities developed by the Florida Center for Reading Research.
Differentiated instruction
for second language learners, students of varying reading skill, and for younger learners
- Use pictures instead of words in activities for younger and lower level readers
- Include auditory and hands-on activities (i.e., clapping hands, tapping the desk, or marching in place to the syllables in children's names)
- Include a writing activity for more advanced learners.
See the research that supports this strategy
Adams, M., Foorman, B., Lundberg, I., & Beeler, T. (2004). Phonemic Activities for the Preschool or Elementary Classroom.
Ellis, E. (1997). How Now Brown Cow: Phoneme Awareness Activities.
Moats, L. & Tolman, C. (2008). Six Syllable Types.
Children's books to use with this strategy
Island: A Story of the Galápagos
By: Jason Chin
Genre: Nonfiction
Age Level: 6-9
Reading Level: Independent Reader
Young readers will explore the evolving terrain and animals of the Galápagos in this nonfiction picture book. Charles Darwin first visited the Galápagos Islands almost 200 years ago, only to discover a land filled with plants and animals that could not be found anywhere else on earth. How did they come to inhabit the island? How long will they remain? Thoroughly researched and filled with intricate and beautiful paintings by award-winning author and artist Jason Chin.
Where Else in the Wild? More Camouflaged Creatures Concealed & Revealed
By: David Schwartz
Age Level: 3-6
Reading Level: Beginning Reader
Close-up, full color photographs of camouflaged creatures and a variety of poems ask readers to examine the image while learning about characteristics.
A gatefold opens to provide additional information. (This may appeal to children who like "real" things.)
Dogku
By: Andrew Clements
Age Level: 6-9
Reading Level: Independent Reader
The picture book story of a dog who finds a home is told in completely (and surprisingly successfully) using haiku.
Tap Dancing on the Roof: Sijo (Poems)
By: Linda Sue Park
Genre: Poetry
Age Level: 6-9
Reading Level: Independent Reader
Like haiku, sijo – a little known, brief poetic form from Korea – looks at everyday activities from breakfast to the weather. Sophisticated illustrations complement the seemingly simple language to delight readers and listeners.
Comments
Russian lesson "Dividing words into syllables", Grade 1
Methodological development. Russian language lesson in 1st grade. Dividing words into syllables
Goals : pedagogical: creating conditions for the reproduction and correction of basic subject knowledge on the topic "Words, syllable";
student: mastering the ability to distinguish the number of syllables in a word by the number of vowels
Type, type of lesson : A lesson in the complex use of subject ZUN and UUD.
Universal educational activities (UUD meta-subject):
personal: awareness of the algorithm of one's action; translation of speech into the internal plan; independent definition and statement of rules of conduct common to all people;
regulatory: learning how to classify words by sounds and number of syllables; definition, formulation of a learning task in a lesson in a dialogue with a teacher and classmates; evaluating one's work according to given criteria, correlating one's assessment with the teacher's assessment, marking one's changes in one's actions, comparing one's achievements;
cognitive: mastering the ability to divide words into syllables; identification and formulation of the problem, the difference between the unknown and the already known method of action in a dialogue with the teacher and classmates;
communicative: the ability to explain one's actions; the ability to listen to others within the framework of joint learning activities.
Educational resources : cards with tasks on sheets of different colors, memo - an algorithm for dividing words into syllables; SD with tasks
Scenario of the lesson
| Stage (element of the lesson), goal | Activities of teacher | Activities | Universal educational skills9005 |
| - Who would like to go to school today? - What do you expect from the new day? It's very difficult to live, it's a disaster! After all, nothing is given without difficulty!... Do you know what is the hardest thing of all? - How would you answer this question? It does nothing at all! - What to do to make life not difficult, but interesting? (Shall we start with something interesting or useful?) | Consciously enter into the space of the working day Take turns speaking out Q: You need to do something useful and interesting all the time choosing the most effective solutions with the help of a teacher; the ability to carry out actions according to a model and a given rule. Р: determination of the purpose of educational activity with the help of a teacher; acceptance and implementation of practical tasks; ability to distinguish new sign ne from the already known. K: mastering the skills of formulating one's thoughts in oral speech; following the psychological principles of communication and mastering adequate interpersonal perception | ||
| 2. Knowledge updating. Creating a situation of success. Reproduction and correction of students' basic knowledge. 1) Practical activity: comparison of the number of syllables in groups of words | Integrative warm-up : - Will you write the name of our capital with a small or capital letter? What is it called? How many letters "A" are in this word? And syllables? - How many letters are there in the answer to the riddle "A girl is sitting in a dungeon, and a scythe is on the street"? - How many letters "Y" are in the word "reeds"? - What is the difference between the pairs of words: "bone - guest, dot - daughter, soup - tooth"? - in the names of which months of the year in Russian at the end of words is the sound “r" "? (Here are some interesting questions you can ask those who spent time at school with benefit) cards) - As soon as possible, replace the asterisks with greater than, less than or equal signs, according to the number of syllables in them. - Check the results of the task with the interactive whiteboard.0005 - Who has the same signs? - Who made the mistake? | - Capital - Russia - None, Three - Carrot (7 letters) December Perform the task on the cards: Porridge > world pepper = movie foam > wonder house < tree pine < birch tom = cedar The student who completed the fastest goes to the board. Children compare the results of activities | |
|
Motivation for learning activities. | - What tasks will we set for ourselves in the lesson? - Formulate the topic of the lesson - Why divide words by word? | - Determine how many syllables are in words; practice dividing words into syllables? - Dividing words into syllables | |
| 4. 1) exercise. 3 in a printed notebook we perform according to the assignment. 2) Activities in the workbook: 3) Working with SD. Ex. "Help the bees collect honey" Fizminutka "Grow up" Primary fixation in a modified form (constructive) 4) Work with the textbook: - exercise 118; - exercise 119; - ex. 120 5) Working with SD | - How to correctly divide words into syllables? - Look at the steps on the pink cards and write them in order in the boxes. - What is your action plan? Dividing printed words into syllables with pronunciation, writing words into groups: - What two groups can we divide these names of objects into? (put "+" in exercise 4) *A minute of calligraphy *Spelling work : - Read the words: Horse, coal, stalk, day 9006 - What is the spelling in these words - Hide the letter b in the middle of the word. - Write down these words. - Draw beads under the vowel letters. Read the words with two syllables. Three syllables. - How did you determine the number of syllables? - Using known methods, determine the number of syllables in the words on the slide - When does this happen? We remove the skates, the coals burn out, the days arrive, the stems come to life. - Which of you likes this season? - Which words cannot be separated? Why? - What changes occur in nature every month? Using the information in ex. 121 answer the question? - Write down the sentence. - Flowers begin to bloom in May - we will help the owl build stairs, distributing words according to the number of syllables in them | Remember the sequence of division. Working in groups, determine the sequence, numbing each stage, with the subsequent interbellect of open notebooks perform themselves - animated and inanimate objects write according to the model - the letter of the agreed - heads , coals, stalks, days. - Skates, days - Embers, stems - How many vowels in a word, so many syllables Determine the number of syllables in each word - In the spring Open textbooks and follow the instructions Write out - The words March and May cannot be divided, they consist of one syllable In March, abundant snowmelt, and in April grass appears. | L: awareness of responsibility for a common cause; adherence to moral standards and ethical requirements in behavior. P: mastering the methods of information retrieval, highlighting the necessary information. R: step-by-step execution of actions in cooperation; performing a task by searching for a method according to a model or according to given rules. K: mastering the skills of verbal display of the content of the actions performed; acquiring the ability to use the information of interdisciplinary connections with the help of questions and teaching aids. |
| 5. Creative application of knowledge in a new situation | Ex. 120 - work in pairs: - Make sentences about spring using words that have only two (three) syllables | Perform a task in pairs, according to the given number of syllables in words | |
| 6. | - In printed notebooks, who wants to do the marked exercise on task | Determine the level of their achievements | S: mastered the skills of reflection of elementary methods and conditions of actions, control and evaluation of the process and results of activity. R: able to give an emotional assessment of their activities. |
| 7. Total. Reflection | - Who is sure that he has learned well how to divide words into syllables? - Who needs help? -What was useful and interesting at the lesson? - Will the acquired skills be useful to you in life? |
Primary reinforcement in a familiar situation (typical tasks): 
What words did you get? 
Information about d / z, briefing on its implementation Visual and demonstration material : to stage 2 “Reproduction and correction of the basic knowledge of students”;
to stage 4 "Primary reinforcement in a familiar situation (typical tasks)"
| Compare the number of syllables in words using signs ">; <; =» Porridge * world pepper * movie foam * house wonder * tree pine * birch tom * cedar | Make an algorithm of actions to determine the number of syllables in a word: *__ - pronounce the word like fans on stands (each syllable, pronouncing on the exhale) and put signs "an arc or a vertical line" * __ - read the word * __ - determine the number of vowels |
Published in the group "UROK.
RF: a group for participants in competitions"
Literacy lesson "Syllables, words with the letter D, d"
Subject: Syllables, words with the letter Dd.
Lesson objectives:
Educational: to learn to read words, syllables with the letter Dd; learn to highlight the sound [d] in words;
Correction-developing: correct attention based on visual and auditory perception; develop phonemic hearing, consolidate the skills of smooth syllabic reading; to promote the formation and development of educational skills and abilities of younger students; to promote the development of the communicative culture of students;
Educators: to form learning motivation among younger students, to promote team building, to promote students' awareness of the value of friendship, support and mutual assistance, to help students realize the value of joint activities.
Type: consolidation of the studied material
Equipment: ecological primer, hoop, tongue twister chart, colored notebooks, magnetic letters, cards with consonants on a turntable, gloves, droplets with syllables, geometric shapes with syllables, primer , differentiated cards, a teremok on the “ecological primer”, animals (mouse, frog, fox, hare, wolf, bear), envelopes with circles of different colors for each student, a “window” for reading, literacy folders, cut alphabet, flannelgraph , subject pictures.
Soft music is playing. Children enter along the massage path, stand around the hoop.
2. Speech minute
B) Work with a tongue twister on a card on a hanging line.
- Let's do a speech warm-up.
A) -Pull the jaws straight to the ears
I like frogs very much,
I imitate an elephant -
I pull my lips with my proboscis.
Put the tongue with a spatula
And hold it calmly,
The tongue with a shelf then
And pull with the point.
Something happened to the tongue -
He pushes his teeth,
As if he wants them for something
Push out by the lips.
B) - Let's say a tongue twister. "The house is near the oak, the oak is near the house."
The teacher shows the signs on the steps on the card.
- Jumping up the stairs:
OG - very loud.
NG - in a normal voice.
VP - in an undertone.
Sh - in a whisper.
Children repeat in chorus, perform appropriate exercises with tongue and lips.
Children say a tongue twister in unison as directed.
3. Repetition
A) There are magnetic letters on the board.
- Look at the blackboard. Choose the letters that are sung, drawn.
(a, o, u, u, s)
- Say these letters in one word.
(vowels)
- Read them with this mood: joyful, sad, surprised. (The teacher shows faces with the appropriate mood)
- What are the other letters called? (Consonants)
- How do you pronounce the consonants? (Consonants are not sung, the air meets obstacles, barrier)
B) On the sensory turntable - cards with letters.
B
T L to
A about and
U
A x T
Y w
R n g
I x
- Which card has only consonants? Show with a colored notebook.
B) - Take a glove.
- Read the syllables in the order in which the colored bars are located.
Mu
ha
ko
for
ry
ba
D) Game. "Befriend the syllables"
- Find a pair for your gloves to make a word.
Mu-ha
Ko-za
Fish
One student works at the blackboard. Selects vowels.
Children read vowels one by one with different moods: happy, sad, surprised.
Students answer questions.
for each student at the Caucasa Comers.
Children show a card with the corresponding color.
Each student has one glove with a colored syllable.
The student whose syllable is written in the corresponding color stands up and reads the syllable.
Children run out and become couples. Read the received words.
4. Introduction to the topic.
- Bubbling drops,
Icicle was crying:
I stepped on the ledge and I'm afraid to fall down!
- Cap! Cap! Cap!
- Who will catch the drops?
To do this, we must compose and read the syllables. Attach a droplet with a vowel letter to the red circle, attach a droplet with a consonant letter to the blue circle.
Od du di ad da do dy
- What do all syllables have in common? (All syllables have the letter D .
)
- Describe the sound D .
(Consonant, voiced)
Work on the ecological primer.
Children run out, attach droplets to an ecological primer and read syllables.
Children answer questions.
5. Work on the topic of the lesson .
A) Presentation of the topic, objectives of the lesson.
B) Goal setting.
C) Work on the topic of the lesson
Composition of words.
- Today in the lesson I want to teach you how to read words with the letter D.
- What do you want to learn in the lesson?
- I invite you to a fairy tale. Guess what fairy tale we'll be in.
- There was a small house in the field, like a gnome.
The animals in it loved to sing. The bear crushed him.
- Correct. This is the fairy tale "Teremok".
- Standing in the field of the teremok. The mouse is running "Terem-Teremok! Who lives in the terem? Nobody responds. The mouse entered the tower and began to live in it.
A frog galloped up: “Terem-Teremok! Who lives in the terem?
"I'm a mouse, and who are you?"
“I am a frog. Let's live together"
The mouse answers: "Help me to compose words, then we will live together."
The frog thought. Asking for help guys.
- Take the envelope with the figures. Group the shapes. Read the received words.
Words: garden, tomato, peas, melons.
- Well done guys! The mouse and the frog began to live together.
Children answer using answer algorithms, supports on the rail.
The layout of the house is located on the “ecological primer”.
The plot is modeled on the “Ecological Primer”
on a desk of an envelope with figures on which syllables are written. Children make words on the ground, go out one at a time, rearrange the figures on the flannelograph and read the words.
Reading words and syllables with the letter D.
A bunny is running past. The inhabitants of the tower gave him a difficult task: to confuse the paths. Help the bunny guys.
We work the way the squirrel suggests.
Group work.
Take a card of the same color as the circle on your desk.
1 group . Draw a path between words with the letter D.
Group 2 . Draw a path between the syllables with the letter D.
Group 3 . Draw a path where the letter D met.
1 gr . - Read the words in unison.
2 gr. - Read the syllables.
3 gr . How many times did the letter D occur?
Well done! The bunny jumped into the tower, and the three of them began to live. red;
group 2 - green;
group 3 - yellow.
Children work in groups on assignments.
Children read words, syllables.
Differentiated task according to the degree of complexity.
Individual work on the split alphabet
A fox came running and knocking on the window. The animals gave her a riddle.
A white pillar stands on the roof
And it grows higher and higher.
Here he has grown to heaven -
And disappeared. (Smoke)
- Let's say the word in unison. (Smoke)
- How many syllables? (clapping)
- Scheme the word. Open the envelope with the green square.
- What is the first sound? (D - consonant, blue circle)
- What is the second sound? (S - vowel, red circle)
- What is the third sound? (M - consonant, blue circle)
- Open the split alphabet. Let's make a word from letters.
- Read the word. ( Smoke)
The teacher offers children to close their eyes, replaces one letter, asks them to read the word and say what has changed
- What has changed?
D s m - d o m
- Replaced the vowel.
The word smoke became the word house .
- Open the envelope with the red square. Each student has cards with the words water, pipe, shower, home.
Find and read the word that fits this pattern. (Shower)
-Change the last letter to make the name of the tree. (Oak)
- Compose this word.
The fox got into the tower. The animals began to live together, work together and have fun. We will rest too.
Choops pronounce the word in chorus, divide the syllables using cotton.
Each has an envelope with red and blue circles. One student makes a diagram of the word on the board.
One student makes the word “smoke” at the blackboard using magnetic letters, the rest are in their places.
Children close their eyes and then open and read the changed word.
Children open the envelopes, read the words on their own.
Children change the word.
One student at the blackboard. The rest of the students are on their desks.
We are on the road.
The way is far, our home is far.
It's a hot day, let's sit in the shade.
We will sit under the oak,
We will stand under the oak.
Let's sit, rest,
Then we'll go further.
- Prepare "Primers".
Children pronounce a poem by performing movements. The children change places and take out the Primers from the desks
Reading a story from the Primer.
The road led us to the teremka, where a top ran - a gray barrel. The animals ask him: “Can you read books?” You have to save the wolf cub.
- Open the Primer. Today we will read the story "Our Garden".
- Teacher reading a story.
- What words from the story did you meet in the lesson? ( vegetable garden, tomato, peas, melons)
- Reading these words in unison.
- Window reading.
The top settled in the tower. And they began to live even more friendly.
Children name the words that are located on the flannelgraph.
Children read the words in unison.
Children read through a cut-out cardboard window.
Reading sentences with the letter D.
The bear heard about this tower. He also wanted to live in it.
The animals gave him the following task: to read a sentence according to the scheme.
Read the sentence according to the scheme on the red stripe, on the blue stripe, on the yellow stripe
- The bear climbed onto the roof and just sat down - bang - crushed the house. (In the ecological primer, the teremok is falling apart).
The animals cried. What should they do now?...
- Guys, we need to help the animals. To do this, you need to collect a word from letters. Then we will find out what will help them build a new home.
It is necessary to insert the first letters of the words shown in the pictures into the empty cells.
Say the first word. (tree) What is the first sound? (E)
Say the second word. (Fish)
- What is the first sound? (R).
Say the third word. (Duck)
- What is the first sound? (U)
What is the fourth word. (Beetle)
The fifth word is butterfly,
the sixth word is watermelon.
- What word did you get? Let's read in chorus. (Friendship)
- Together the animals built a new tower.
(A new tower appears in the ecological primer)
- Friendship helped them in this.
Children read the sentences that match the pattern.
Children go out one by one and insert a letter, the word "Friendship" is obtained.
Children read the word in unison.
6. Homework
- Open the folders. Differentiated homework.
Group I - read syllables and make words. (Peas, melons)
Group II - read the syllables.
Each child has an individual literacy folder
7.
Total. Estimation .
What helped us to cope with the tasks? (Friendly work)
- You have worked well and friendly. Look at the grading screen. How many chips earned.
- What did we do in class? (We read, made up words, helped the frog, bunny, fox, wolf cub, bear)
- What did you learn in the lesson? (We have learned to read words with the letter D)
Children's answers.
Children answer using answer algorithms and line supports.
Guidelines. Russian language. 1 - 4 classes of special (correctional) educational institutions of the VIII type.
Voronkova V.V., Kolomytkina I.V. Primer. Grade 1. Textbook for correctional educational institutions of the VIII type. - M.: Education, 2015
V.V. Voronkova. Notebook on teaching literacy for grade 1 students of correctional educational institutions of the 8th type.
