Links to the Victorian Curriculum – English
Speaking and Listening, Language: Phonics and word knowledge
Foundation:
Links to the Victorian Curriculum – English as an Additional Language (EAL)
Pathway A
Speaking and listening
Level A1:
- Imitate pronunciation, stress and intonation patterns
(VCEALL027)
- Use intelligible pronunciation but with many pauses and hesitations
(VCEALL028)
Level A2:
- Repeat or modify a sentence or phrase, modelling rhythm, intonation and pronunciation on the speech of others
(VCEALL109)
- Identify and produce phonemes in blends or clusters at the beginning and end of syllables
(VCEALL110)
Reading and viewing
Level A1:
Level A2:
- Recognise a small range of familiar words in different contexts
(VCEALL129)
Pathway B
Speaking and listening
Level BL:
- Use comprehensible pronunciation for familiar words
(VCEALL182)
Level B1:
- Use comprehensible pronunciation for a range of high-frequency words learnt in class
(VCEALL262)
Reading and viewing
Level BL:
Level B1:
Resources required
- Clave sticks
- Pictures of objects or animals-enlarged for modelling and smaller for group work (sourced through an internet search)
Learning intention
We are learning to break words up into syllables.
Success criteria
- I can look at the picture and say the word that matches it.
- I can clap the number of syllables (beats) for that word.
- I can count the number of syllables (beats) for that word and write the number on the picture to show how many.
Lesson sequence
- Revise what a syllable is (beats in a word). All syllables must contain a vowel or vowel-like sound in them. We break words into syllables to help us with our reading and writing.
- Revise clapping the syllables in student names (e.g. Sa.may.sa-3 syllables, Parv-1 syllable, Si.mon-2 syllables)
- Ask children to turn and talk to a partner to say their name and clap the number of syllables in it. Rove pairs to check.
- Return to the main group. Select a picture for students to see (e.g. enlarge an example of an object with 1,2,3 and 4 syllables such as door (1), ta.ble (2), oc.to.pus (3), hel.i.cop.ter (4)). Say the word. Clap the number of syllables and count them. Write the number on the picture. Check with clave sticks. Repeat this process for all 4 examples. Reinforce the success criteria.
- Students break into pairs. Each pair has one pair of clave sticks, a pile of small pictures and something to write with. Choose a picture from the pile, say the word, clap the number of syllables, record the correct number on the picture.
- Teacher roves pairs and assists where necessary.
- Return to the main group and select some students to share.
- Revisit the success criteria and check student understanding.
- Model how knowing how to break a word up into syllables is critical to hearing and segmenting the words students want to spell. Use an example from one of the pictures to demonstrate (e.g. picture of a kangaroo - kan.ga.roo. Ask students to identify the sounds they hear in each syllable and use a think-aloud process to match those sounds to letters and record where all students can view).