Around the Room Counting Syllables With Friends!

Learning Resource Type

Learning Activity

Subject Area

English Language Arts

Grade(s)

3

Overview

The teacher will introduce students to syllables in this activity by showing the video What are Syllables? This video will help students decode grade-appropriate multisyllabic words by clapping, tapping, dividing, and reading out the words. Students will use words placed inside an envelope attached to an anchor chart to clap, tap, divide and read out multisyllabic words and syllable divisions with friends. An example anchor chart can be seen here.

This activity can be extended by allowing students to place one hand under their jaw and count out the syllable divisions for each word (as shown in the video.)  

This resource was created in partnership with Dothan City Schools.

Phase

During/Explore/Explain
English Language Arts (2021) Grade(s): 3

ELA21.3.8

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.

UP:ELA21.3.8

Vocabulary

  • Phoneme-grapheme correspondences
  • Multisyllabic word construction
  • Syllable division principles
  • Decode
  • Encode
  • Isolation
  • In context

Knowledge

Student know:
  • Spoken words can be represented in print by using letter symbols (graphemes) to represent sounds (phonemes).
  • Printed words can be read by saying the sound (phoneme) that is represented by the letter symbols (graphemes).
  • Multisyllabic words contain more than one syllable, and multisyllabic words can be constructed by combining individual syllables.
  • Syllable division is breaking words apart by the syllables.
  • Decode means to read, and encode means to spell.
  • Decoding and encoding in isolation means reading or spelling a single word, while in context refers to these skills within a larger text.

Skills

Students are able to:
  • Read and spell words accurately in isolation and in context based on their knowledge of phoneme-grapheme relationships, multisyllabic word construction, and syllable division principles.

Understanding

Students understand that:
  • To read (decode), they must accurately say the sounds (phonemes) that are represented by the letter symbols (graphemes).
  • To spell (encode), they must accurately represent the letter symbols (graphemes) that correspond to the spoken sounds (phonemes).
  • They can use syllable division principles to accurately decode and encode words.
  • They can use their knowledge of the six syllable types to accurately decode and encode words.
  • They will sometimes use these skills in isolation, and other times in context when reading or writing a longer text.
English Language Arts (2021) Grade(s): 3

ELA21.3.8b

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

UP:ELA21.3.8b

Vocabulary

  • Multisyllabic word construction
  • Syllable division principles
  • Decode
  • Grade-appropriate multisyllabic words

Knowledge

  • Multisyllabic words can be constructed by combining syllables.
  • Syllable division principles help divide words into parts with one vowel sound based on predictable patterns.

Skills

  • Decode grade-appropriate multisyllabic words using knowledge of multisyllabic word construction and syllable division principles; for example, VC/CV, com-mit,ment; V/CV, e-vent; VC/V, ev-er-y; CV/VC, po-et.

Understanding

  • Multisyllabic words are composed of more than one syllable.
  • They can create words that are multisyllabic by combining individual syllables.
  • They can use the syllable division principles to help with decoding grade-appropriate words.

Learning Objectives

Students will apply their knowledge of multisyllabic word construction and syllable division by clapping, tapping, dividing, and reading to decode grade-appropriate multisyllabic words.

Activity Details

  1. The teacher will show the video: What are Syllables? The teacher will model multisyllabic words and syllable division by clapping, tapping, dividing, and reading out the words commitment, every, and poet. The teacher will draw students' attention to the fact words are made up of word parts and the number of vowel sounds will help them determine how many syllables are in a word.  
  2. The teacher will place six to eight pieces of anchor chart paper, depending on the number of students and number of groups, around the classroom labeled with these directions:
      • Choose a word from the envelope labeled "Word Bank."
      • Clap, tap, and divide the words into syllables to decode the multisyllabic word with your group. (Must do all four)
      • Choose the correct envelope to place the words in according to the number of syllables (for example "mistake" would be placed in the envelope labeled 2).
      • Listen for the timer to rotate to the next anchor chart. (A new set of the same words should be placed in the "Word Bank" envelope before rotating.)
  3. The teacher will place students in groups of three to four students. Students will rotate from one anchor chart to the next in a clockwise rotation around the room until they have stopped at each anchor chart. The teacher will set the timer for students to rotate every three minutes. Students will return to their seats after the last rotation.
  4. The final step is for the teacher to make a four to six-column chart and label it with 1, 2, 3, 4, 5, or 6 syllables. The teacher will rotate from each anchor chart and read the words students have placed in the envelopes. Students will agree or disagree on the number of syllables, and the teacher will write the words under the correct column according to the number of syllables.

Assessment Strategies

  • The teacher will monitor and observe students working in small groups.
  • The teacher will make anecdotal notes of students' understanding of the standard.
  • The teacher will use the anchor chart with six columns to assess students' understanding of multisyllabic word construction and division.

Acceleration

Expansion: Advanced students can write (encode) other words with 1, 2, 3, 4, 5, and 6 syllables to add to the previous anchor chart.

Intervention

Intervention: Use this activity from the Florida Center for Reading Research in a small group to review syllable division principles. Students will complete the six-way syllable sort to identify the syllable patterns in words. Laminate word cards from this activity and allow students to divide words with a dry-erase marker in a small group with teacher support. 

Background / Preparation

  • The teacher will need to make six copies of this Google Document. Also, attached to this document is the page that each student will need to divide the words.
  • The teacher will need to place six to eight words in the envelope bank for each anchor chart (depending on the number of groups desired).
  • The teacher will cut out and sort six to eight sets of the same words for the rotations.
  • The teacher will need to decide before the activity to have either the teacher or a chosen student place the new set of the same words in the "Word Bank" envelope. 

Materials Needed:

  • Anchor chart paper
  • Box of small envelopes
  • Masking tape
  • Markers
  • Note-taking pad
  • Pencils for each student
  • Clipboards for each student
  • Assign students in groups of three to four before the activity

Learning Activity (After)

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