Counting Syllables: Lesson Plan

Topics: Educational psychology, Phonology, Summative assessment Pages: 5 (972 words) Published: October 31, 2013
WGU Task Objective Number: 602.8.3,4

Lesson Title & Subject(s): Counting Syllables

Topic or Unit of Study: Phonological and Phonemic Awareness

Grade/Level: K

Instructional Setting:
5 students, kindergarten classroom, U-shaped table

Your State Core Curriculum/Student Achievement Standard(s):
Kindergarten: Phonological Awareness: 2b) Count, pronounce, blend, and segment syllables in spoken words.

Lesson Goal(s):
Students will be able to count the syllables of a word by clapping each separate sound.

Lesson Objective(s):
As a result of this lesson, the students will correctly count the number of syllables in 8 out of 10 words by clapping with each separate syllable

Instructional Materials:
1 puppet
5 small whiteboards
5 dry erase markers
5 erasers
List of one and two syllable words

Wyoming Department of Education. (2012). Wyoming Language Arts Contents and
Performance Standards. Retrieved from standards/final-2012-ela-standards.pdf.

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. 1.Identification of Student Prerequisite Knowledge and/or Skills: Skills Needed: Students must be able to count to two. Students must be able to write the numbers 1 and 2.

Terms: syllable

I will introduce the word “syllable” and give examples of words with one and two syllables.

1. 2.New Knowledge and/or Skills To Be Taught:
Concept: Recognizing and counting syllables in words

Syllable: How many beats a word has

Clapping syllables: Clapping your hands for each beat in a word

1. 3.Modeling: I Do
Using a puppet as the speaker, I will explain that words have syllables, or beats. I will demonstrate by saying each student’s name and clapping with each syllable. The students will listen to the names that I say and watch as I clap out the beats.

1. 4.Guided Practice: We Do
Using a puppet as the speaker, I will say different words, and the students will repeat the word. Then we will say the word together and clap with each syllable. After several words, I will let them clap the words themselves.

During this practice, I will evaluate whether the students understand the concept of counting syllables. If they are struggling with the concept, I will explain and demonstrate again, and we will continue to practice together.

1. 5.Independent Student Practice: You Do
Next, we will add the step of writing the number of syllables in a word. Using a puppet as the speaker, I will say the word, and the students will repeat the word. They will each clap the word and write down the number of syllables in each word (1, 2, or 3) on their individual whiteboards.

At this time, I will be conducting the summative assessment. If there are students who do not meet the expectation of getting 8 out of 10 correct, I will provide more practice time in order for them to reach the goal.

1. 6.Culminating or Closing Procedure/Activity/Event:
Using a puppet as the speaker, I will review the definition of a syllable and explain how it is like a beat in a word. We will count syllables together in a few words to practice one more time.

Pedagogical Strategy (or Strategies):
Direct instruction: Definition of syllable and demonstration of clapping out/counting syllables

Active learning: Students participate in clapping and counting syllables.

Differentiated Instruction:
Gifted students will be given words with four or more syllables after they have demonstrated mastery of counting 1, 2, and 3-syllable words.

Physically disabled students will sit with a paraprofessional who will help them clap and count the syllables.

Hearing impaired students – I will wear a microphone, and the student(s) will wear a receiver that...
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