This lesson builds on the previous two where students broke words into syllables and could segment the word parts. Building on this phonological knowledge, students are extended by being encouraged to match the sounds in syllables to letters and record their phonic attempts. This process is important to demonstrate to students because it explains how their knowledge of syllables can help them with their writing.
Links to the Victorian Curriculum – English
Speaking and Listening, Language: Phonics and word knowledge
Foundation:
Writing, Language: Phonics and word knowledge
Foundation:
- Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name (Content description VCELA157)
Reading, 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)
Writing
Level A1:
- Write new words with an initial letter or several letters (VCEALL077)
- Use some conventions from home language when writing (VCEALA065)
Level A2:
- Use high-frequency words encountered in classroom activities (VCEALL155)
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)
Writing
Level BL:
- Spell a number of high-frequency words accurately (VCEALL237)
Level B1:
- Spell accurately common words encountered in the classroom (VCEALL318)
Resources required
- Pictures-enlarged animal pictures for modelling (four pictures) and smaller pictures for group work (sourced through an internet search).
- Small individual whiteboards, markers and erasers.
- Alphabet strips to assist encoding.
Learning intention
We are learning to break words up into syllables to help us with our writing.
Success criteria
- I can look at the picture and say the word that matches it.
- I can clap the number of syllables for that word.
- I can listen for the sounds in each syllable, match to letters and write them down.
Lesson sequence
- Whole group: Revise what a syllable is. All syllables must contain a vowel or vowel-like sound in them. We can break words into syllables to help us with our writing.
- Select an animal picture for students to see (e.g. enlarge two examples for modelling-kangaroo and panda). Name the animal. Clap the number of syllables and count them. Ask students to listen for the sounds in each syllable. Use the think-aloud strategy talking through how to match sounds to letters. Write the matching letters on a large whiteboard so students can view easily. Refer to an alphabet strip to assist with correct formation and starting points of letters. Discuss how breaking words into syllables can help us hear the sounds more easily.
- Display two more pictures (e.g. use examples-frog and zebra) but this time get students to turn and work with a partner. Pairs say the animal name and clap the number of syllables in it. Ask them to listen for the sounds they can hear in each syllable. Rove pairs to check.
- Return to main group and ask students to share what sounds they heard in frog and snake. The teacher again models matching sounds to letters and records on a large whiteboard so students can view easily.
- Students break into groups of three. Each group has some animal pictures and individual whiteboards, markers and erasers (one per student).
- One student selects a picture, says the name and claps the number of syllables. All 3 group members discuss the sounds they hear in each syllable, and using the alphabet strip as a reference, writes down the letters that match the sounds.
- Turn boards around to show each other. Continue the process until all students have selected a picture and had a turn clapping the syllables. The teacher roves groups to assist students or works with a small group while the others work independently.
- The teacher selects some students to share at the conclusion of the lesson. All students return to the main group. Students share picture, number of syllables and phonic attempts at recording.
- The teacher again makes the explicit link between knowledge of syllables and how the strategy can help with encoding of words.
- Whole group checks success criteria.