Module 3: Multi-Syllabic Words

1. Module 3: Multi-Syllabic Words

2. Online Suite Training Modules • New resource for incremental professional development • For teachers who don’t have opportunity for comprehensive training before teaching • Provides teachers with ongoing, free, self-paced, professional development • Modules are designed to follow the Phonics Blitz/ Boost scope and sequence • Allows teachers to select the area where they need additional help • Learn about and become comfortable with what you are about to teach

3. Lesson Structure • Oral Reading Fluency • Phonemic Awareness : Auditory practice • Phonics Concepts: Practice with student phonics kit • Student Practice: Reinforce Phonics Concepts with various activities such as, • Word sort, • Detective Work, • Words to Read, • Sentences to Read * The first few lessons of Blitz and Boost are atypical and cover details for scoring ORF effectively

4. Where this Module Fits

5. Overview

6. Purpose • Understand the various strategies used to systematically read and spell multi-syllabic words. • Important content previously taught: • Understanding closed syllables • Segmenting and blending single syllable words (Finger-stretching) • Correct articulation of consonant and vowel sounds. • Build a word and Touch and Say

7. Multi-Syllabic Strategies • Goal: student will develop functional strategies for reading and spelling multi-syllabic words • “Lose the rules” approach • Manageable, simple and practical • Teaching them to be flexible • Easy to learn and doesn’t rely too heavily on working memory

8. Review of Whale Talk and Syllable Stomping

9. Segmenting and Blending • Student are taught to segment and blend syllables orally before they read multi-syllabic words • Use Whale Talk to “feel” the syllables • Use Syllable Stomping to help students hear and distinguish the syllables • Use SyllaBoards as a multisensory manipulatives to read and spell words

10. Purpose “Whale Talk” • Whale Talk is one way to identify the number of syllables in a spoken word. • It’s accurate and easy • An alternative to “clapping out the syllables” • Students develop the understanding that: • A syllable is formed around a stream of breath

11. Whale Talk • To Whale Talk: • Hold your lips tightly together and try to shout the word • Each syllable feels like a push of breath • Each push is one syllable

12. Purpose “Syllable Stomping” • Syllable Stomping is used to identify the syllables in a spoken word. • It’s active and multisensory • Students stomp their fist on the desk for each syllable while saying the syllable • Students will sweep their fist from left to right while saying the syllable

13. Syllable Stomp • Say the word • Stomp each syllable with your fist • Sweep fist from left to right while saying the word

14. Syllable Stomp with SyllaBoards Example Word: fantastic • First, we Whale Talk to feel the syllables • Then, we will put down one SyllaBoard for each syllable • Next, we name each syllable as we touch the SyllaBoard • Finally, we sweep our fist from left to right under theSyllaBoardswhile saying the word

15. Purpose “Syllable Stomp” • Students develop the understanding that: • Words are comprised of syllables • They can identify the syllables while stomping or pounding their desk while saying the syllables. • As they complete the activity, they blend the word together and say it as they sweep their hand from left to right.

16. Purpose: “Syllable Boards” • Students develop the understanding that: • Words are comprised of syllables • One SyllaBoard is used for each syllable in a word. • SyllaBoards are placed left to right. • Students will tap each board and say the syllable (segment) • Sweeping their fist from left to right, students will fluently read the word (blend)

17. Multi-Sensory Procedure Review • The beauty is that concepts become “cemented” in the brain. • First, Whale Talk to feel the syllables. • Syllable Stomp • Place a SyllaBoard for each syllable • Next, say each syllable as we touch the SyllaBoard. • Finally, sweep our fist from left to right under theSyllaBoardswhile saying the word. • Let’s practice!

18. Syllable Stomp with SyllaBoards • First, we Whale Talk to feel the syllables • Then, we will put down one SyllaBoard for each syllable • Next, we name each syllable as we touch the SyllaBoard

19. Syllable Stomp with SyllaBoards • First, we Whale Talk to feel the syllables • Then, we will put down one SyllaBoard for each syllable • Next, we name each syllable as we touch the SyllaBoard

20. Spelling Multi-Syllable Words

21. Spelling Multi-Syllable Words • Purpose: To understand that multi-syllable words are easily spelled by breaking them into syllables. • Procedures: • Say the word • “Whale talk” the word • Place SyllaBoards on desk for each syllable • “Syllable Stomp” the syllables while sweeping fist left to right • Touch boards while articulating each syllable • Write the syllables on each board. Remember each syllable has to have a vowel • Say the word

22. Practice Say : Whale talk: Place your Syllaboards, stomp and write v o l c a n i c You should feel 3 pushes of breath v o l c a n i c

23. Practice Say : Whale talk: Place your Syllaboards, stomp and write f a n t a s t i c You should feel 3 pushes of breath f a n t a s t i c

24. Practice Say : Whale talk: Place your Syllaboards, stomp and write e m b e l li s h You should feel 3 pushes of breath e m b e l l i s h

25. Reading Multi-Syllabic Words

26. Sequence of Multi-Syllable Instruction • Students learn to fluently read and spell single syllable words with short vowels • Simple words like “jab”, “chap”, “ship” • More complex like “scrunch”, “splotch”, nonsense – “stroph” • Students learn to read simple 2-syllable words with short vowels, closed syllables • Real – “submit”, • Nonsense – “fomvent”

27. Sequence of Multi-Syllable Instruction • Students learn to hear and read 2-syllables words with short vowels, closed syllables, and schwa • “consist” “attach” “wagon” • Students learn to read 3-syllables words with short vowels, closed syllables, and schwa • “catastrophic” “establishment” “quintuplets”

28. Reading Two-Syllable Words • Show the word, but do not say the word. • How many vowels? • Are they together or apart? • How many syllables? • Set out the appropriate number of SyllaBoards • Touch and Say each syllable and blend to read the word.

29. Reading Two-Syllable Words • Write the wordsubmiton the board, identify the vowels • Place 2 SyllaBoards under submit. s u b m i t • Write each syllable on a SyllaBoard. • Underline the vowel letter on each SyllaBoard. sub mit sub mit

30. Schwa

31. Schwa • Students will identify that a vowel in a closed syllable within a multi-syllabic word usually spells a short sound or a schwa. • Schwas are referred to as a LAZY VOWEL that most generally pronounces the /uh/ or /ih/ phoneme. • Any vowel letters can spell the schwa sound. • Schwa often occurs at the beginning or end of words spelled with the letter a.

32. Practice: s e l d o m w a g o n c o n s i s t a t t e n d

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