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Lesson plan adapted from first grade language arts lesson on

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Lesson plan adapted from first grade language arts lesson on

    Fishing for Syllables Lesson Plan

    By Sherah B. Carr, Ph.D.

    Grade Level: First Grade Subject: Language Arts

    Concept/Topic: Phonic skills, syllables

    GPS Reading Standards

    ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student

    Automatically generates the sounds for all letters and letter patterns. Applies knowledge of letter-sound correspondence to decode new words. Applies learned phonics skills when reading and writing words, sentences, and stories. ELA1R4 The student demonstrates the ability to read orally with speed, accuracy,

    and expression. The student

    Applies letter-sound knowledge to decode quickly and accurately.

    Automatically recognizes additional high frequency and familiar words within texts. Enduring Understanding:

    There are patterns to the way words sound.

    A word has a rhythm that helps us break it apart so we can say it, read it and write it. We see the use of syllables in the print around us.

    Essential Question: How do syllables help us read words?

    Key Knowledge:

    Words have rhythm and beats that help us sound them out, read them and write them. Listening for one, two and three syllables in words.

    Identifying beginning and ending letters and sounds in words.

    Identifying high frequency reading words.

    Key Skills:

    Students will be able to determine how to listen for how many syllables are in words. Students will be able to know if a word has one, two or three syllables. Students will see how syllables are used to help with reading and dividing words at the end of a line.

    Evaluating/Checking for Understanding:

    Teacher will informally assess students by observing responses in the large group activity. She will walk around

    and monitor group progress to see if responses are correct. Teacher will check group response sheets for any

    misunderstandings. For final summarizer, students will turn in a review sheet showing a one, two and three

    syllable word to the “I Got It” bucket and teacher will check for understanding. Lesson modifications will be made for the next day based on the feedback.

    Materials:

    Wooden dowel “fishing pole” with magnet

    Cut out fish with words from sample word list with paperclips for hooks Buckets (or large cups), fish sheet and response sheet for group work “I Got It” sheet and “I Got It” bucket

    Colored fish for group member selection

    References:

    Georgia Department of Education. (2006). Georgia performance standards. Retrieved April 10, 2012 from

    http://www.georgiastandards.org

    Teacher2Teacher. (2000). Syllabication rules. Retrieved September 5, 2004 from

    http://www.createdbyteachers.com/syllablerulescharts.html

    The Teacher’s Guide. (2001). Three little fishies. The teacher’s guide: Children’s songs. Retrieved September

    5, 2004 from http://www.theteachersguide.com/ChildrensSongs.htm

    NOTE: Lesson plan adapted from a lesson entitled, Catching Syllables” posted in 2003 on Georgia Learning

    Connection web site by Lynne Chason at Carterville Elementary School.

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Introduction: (Activating Hook)

    Three Little Fishies music will be playing in the background. Teacher will surprise students by coming in to the class wearing some fishing gear. She will tell the students that she has been fishing but has caught some funny fish. These fish have words on them. She will explain that today we are going to go fishing for syllables. Teacher will ask if the students know what the word “syllable” means?

    Step-by-step Procedures:

    Teacher will post and read the essential question of the lesson. Teacher will explain the way words are broken into syllables and why? Students will practice some words by clapping out the syllables they hear. Teacher can personalize lesson by saying students' names aloud and having the syllables tapped or clapped in the names. Students can hold up fingers to indicate how many syllables they heard in each word.

On the board the teacher will have a large chart with three fish and bubbles:

    One Syllable Two Syllables Three Syllables

    Students will practice determining if words have one, two or three syllables or if they have more (the ones that got away) as they take turns catching fish from the “fish pond” with the magnet on the end of a pole. Teacher will record results on the board. Explain and post directions for group work. Each group will have a small bucket and will need to label and cut out fish to go in the bucket. Students will be able to use words from their word list. Students will pick a color fish and work with that color group.

    Guided practice (small group work):

    Each group will need a bucket, one sheet of 15 fish, scissors, pencil/markers, and a group response chart. Label and cut out 15 fish so that you have:

    Five fish with one syllable

    Five fish with two syllables

    Five fish with three syllables

    Put fish in bucket

    Take turns reaching in bucket and getting a fish tell the group the word and how many syllables

    Record answers on response sheet to turn into teacher

    When the fishie music plays, clean up and come back to the large group.

    Differentiated Instruction:

    Students who struggle with this activity should just be given one and two word syllables. Use easy common words that are familiar to them. For those who already have these skills, help them to see that each syllable contains a vowel. Given two syllable words provided by teacher, students can begin dividing words by drawing lines to indicate where each word should be divided. Vowels in each syllable are circled. Have students find examples in text, where words are hyphenated at the end of a line by the syllables.

    Closure/Summarizing:

    Teacher will go back to the essential question and have students answer the question. Explain that we can know syllables by listening to the word, and clapping out the syllables. You might also mention that each syllable has a vowel. For the “I Got It” final activity have students complete a small fish with a one syllable, two syllable and three syllable word. Fish will be turned into the “I Got It” bucket.

    Teacher Reflection:

    I anticipate that since I will have a wide variety in reading skill levels that I will need to carefully select students to do sample one, two and three syllable words. I will use simple one syllable words for my beginning readers. I may also need to pre-select the composition of my small groups into more heterogeneous groupings so that students can support each other with the activity.

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Fishing for Syllables

    High Frequency Word Lists

    1 Syllable Words bone farm

    lock smart

    chalk couch

    race food

    room soup

    rope tree

    pig bait

    fly play

    slow bath

    pet note

    cute one

    2 Syllable Words below teacher

    better summer

    fancy candy

    question mister yellow student zipper purple

    muffin pickle

    daddy buckle

    rattle table

    giraffe kitten question chicken slipper reptile

    3 Syllable Words hurricane umbrella cinnamon vacation calendar disappoint tornado furniture probably broccoli skeleton principal cranberry photograph flamingo galoshes elephant gasoline

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    Fishing for Syllables

    Write a 1 syllable word on five fish, a 2 syllable word on five fish, and a three syllable word on five fish. Cut out fish and

    put in bucket. Take turns getting fish from bucket, reading the word and telling how many syllables. Add each word to

    your group response sheet.

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    Fishing for Syllables - Group Response Chart Names of group members:

    ______________________________________ ______________________________________ ______________________________________ ______________________________________

    One Syllable Two Syllables Three Syllables

    Extras? Extras? Extras?

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    I GOT IT! REVIEW SHEET Student’s Name ______________________________________________

     Word with 1 syllable ______________

     Word with 2 syllables ______________

     Word with 3 syllables _________________

    I GOT IT! REVIEW SHEET Student’s Name ______________________________________________

     Word with 1 syllable ______________

    Word with 2 syllables ______________

     Word with 1 syllable ______________

     Word with 3 syllables _________________

    Word with 2 syllables ______________

    Word with 3 syllables _________________

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