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RATIONALE: Based on what I have seen from the student’s performance on the
Structural Analysis test, it is evident that she needs to further develop her syllabication
skills in order to decode with more fluency.
OBJECTIVE: The student will be able to orally identify the number of syllables in a
word in 8 out of 10 trials.
BRIEF PROCEDURE:
1. She will then allow the student to make several guesses before explaining that
they are going to practice breaking words into syllables, and that there are several
ways to do this.
2. The teacher will explain the different ways as follows:
a. Put your hand under your chin. When you say a word your chin goes
down. Every time your chin goes down it indicates another syllable.
b. Clap after each break in the word, which generally occurs after a vowel.
c. Watch your chin go down in a mirror; eventually you will just feel it going
down and not need to look.
3. Then the teacher will provide the student with a list of words to decode and sort
based on the number of syllables contained in each word.
4. At the end, the student will complete an activity sheet with as much independence
as possible.
5.
MATERIALS USED:
• Mirror
• Pencil
• Word cards
• Sorting sheet
• Activity sheet (see attached)
• Dry erase board and marker (optional)
ASSESSMENT: The student will be assessed based on her ability to identify the number
of syllables in each of the multisyllabic words and monosyllabic words, and the activity
sheet. Additionally, as an optional practice they can visit
http://english.glendale.cc.ca.us/s1.html .
Some sample words for syllabication: