Kindergarden Unit 2 Assessment and Remediation Guide

16 Kindergarten | Unit 2 Assessment and Remediation Guide

Lesson Template

Phonological Awareness: Syllables

Focus:

Syllables Teaching Materials

Warm-Up

Objective: Prompt student attention to speech segments (at the syllable level).

Exercise: Select several individual words (see Word Lists for suggestions) that

vary in length to play Short/Long.

Tell students you will say a word and it will either be short (one syllable) or long

(multisyllabic).

Students will need to be standing to use the motions to represent syllables. The

motions are from the song “Head and Shoulders, Knees, and Toes.” Students

touch each body part for each syllable. For example, a one-syllable word would

only require touching the head, and a three-syllable word would require touching

the head, shoulders, and knees. This provides students with gross motor

movement that is bigger or smaller according to the number of syllables in a

word. (The motions will need to be explicitly taught and reviewed the first few

times the game is played.)

Say the word twice—the first time at a normal speaking pace and the second

time with a slight emphasis on the syllables.

Students repeat the word for themselves and indicate the syllables with the

head, shoulders, knees, toes motions.*

Ask students to respond individually or as a group to say if the word was short

(only touched head) or long (touched shoulders, knees, or toes, too).

Once the correct answer is established, have students repeat the word and use

the motions together one more time.

Then move on to the next word.

Challenge students to produce their own short or long words.

Word Lists

Explicit

Instruction

Objective: State the purpose for listening and model the desired performance.

Learning about Syllables: Tell students you will say words (see Word Lists for

suggestions) and the purpose for listening is to recognize how many syllables

(beats) are heard in each one. Identify how you want students to indicate the

number of syllables they heard (see Methods for Indicating Syllables in a Word

for suggestions). Say samples and model indicating the syllables you hear using

the desired method. Do most of the sample items correctly, but also provide

incorrect examples to address common mistakes.

Word Lists

(These may or

may not reuse

words from

the Warm-

Up.)

Guided

Practice

Objective: Provide students an engaging opportunity to develop syllable skills

with decreasing support as their skills strengthen.

Working with Syllables: Say the selected words for students. Students indicate

how many syllables were heard using the method previously modeled by the

teacher (e.g., clapping).

Application of Skills: Select Worksheets, Games, and Poems/Songs/Nursery

Rhymes activities allowing students to apply segmenting sentences skills.

Word Lists

Worksheet

per student,

Game

Resources,

and/or P/S/

NR Resources

Progress

Monitoring

Charts