Learning Activity

Chunking Syllables-Chunk 1, Chunk 2, Chunk 3, Chunk 4-What's the Word?

Subject Area

English Language Arts

Grade(s)

3

Overview

In this activity, the teacher will use the Google Doc to introduce students to "Chunking Multisyllabic Words."  The teacher will model how to chunk syllable parts and read multisyllabic words using the first two words simple and even. The teacher will have students join her to chunk and read the rest of the words. This activity is meant to be multisensory, allowing students to stand up and use their hands to chunk words (like an alligator snapping for food). 

This resource was created in partnership with Dothan City Schools.

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.

Unpacked Content

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.

Unpacked Content

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.

Phase

Before/Engage
Learning Objectives

Learning Objectives

Students will apply their knowledge of syllable division and word construction by chunking syllables to decode grade-appropriate multisyllabic words.

Activity Details

1. The teacher will introduce students to how words are divided by using the video, "Breaking Down Multisyllabic Words." The students will discuss ways in which words can be broken apart.

2. The teacher will show the Google Doc, Chunking Multisyllabic Words. The teacher will model how to chunk (divide) and read words using the first two words (simple and even) from the Google Doc. The teacher will model slowly to show the importance of hearing each (chunk) syllable division in the words. 

3.  The students will join in with the teacher chunking and reading the remainder of the words from each group of multisyllabic words. This activity can be done in a whole or small group setting. 

4.  The teacher will print the Group Assignment sheet attached to the Google Doc for students to use for working in small groups.

5. The teacher will cut out the words below the Group Assignment sheet (or write them on index cards) and place each word in a separate envelope. The teacher will add the words' chunks to the envelopes. The students will use the word chunks to check themselves. The teacher will give each group a total of at least six words two from each of the multisyllabic groups. 

6. The students will put their names on the Group Assignment sheet. The teacher will give each group at least six envelopes (or more if desired) containing the word and its chunks from each multisyllabic word group.

7. The students will open one envelope at a time. The students will read the word together as a group (if they can't, it's okay at this point). The students will write the word on their group assignment sheet under the correct group of multisyllabic words and then chunk the words into parts. At this point, students should read the word correctly. The students will check their responses by looking inside the envelope for the word chunks.

8. To extend the activity, the teacher will add more space on the Group Assignment sheet, and place all words in a separate envelope with the word chunks inside. The teacher will allow students to continue working in small groups together. Students will rotate to the next group in a clockwise rotation until they have rotated to each group. Students will check their responses using the word chunks inside the envelopes before rotating to the next group.

9.  The final step is to allow students time to turn to a partner and share what they have learned and how chunking words into parts help to read the word.

 

Assessment Strategies

Assessment Strategies

  • The teacher will monitor students during the activity to see if students are chunking and reading the words correctly.  
  • The teacher will monitor and observe students working in small groups.
  • The teacher will monitor students' listening and collaborative skills as they share their learning with each other.

Acceleration

For advanced students, the teacher can allow them to come up with their own multisyllabic words, chunk them into parts, and write them on notebook paper to share with the teacher.

Intervention

For intervention, use the following activity to help students identify syllable patterns in words. Students will take turns selecting a card and reading the syllable part. The student will match the initial syllable to the final syllable. Students will record their answers on a recording sheet. 

Variation Tips

 

 

Related Learning Activities

Learning Activity (Before)

Chunking Syllables-Chunk 1, Chunk 2, Chunk 3, Chunk 4-What's the Word?

Learning Activity (During)

Around the Room Counting Syllables With Friends!

Learning Activity (After)

What's the Syllable Spelling Pattern?

Background and Preparation

Background / Preparation

  • The teacher will need the video, Breaking Down Multisyllabic Words.
  • The teacher will need the Google Doc.
  • The teacher will need six envelopes for each group labeled: 2 chunks, 3 chunks, and 4 chunks
  • The teacher will need to divide students into groups of three to four students.
  • The teacher will cut out or write the multisyllabic words from each group of words that are attached to the Google Doc.
  • The teacher will cut out the word chunks or write them on small strips of paper to place at the bottom of the envelope.

Materials Needed:

  • Box of small envelopes
  • Markers
  • Note-taking pad
  • Pencil for each student
  • Group Assignment Sheet for each student
  • Assign students in groups of three to four before the activity.

Digital Tools / Resources

Chunking Multisyllabic Words
https://docs.google.com/document/d/1XcEJugeEIaA4Fwr2iABOR7M7YAULDgM8OI0FS1-Mg50…

Approved Date

Owner (Author)

robincoachman
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