Module 3 MultiSyllabic Words Online Suite Training Modules

Module 3: Multi-Syllabic Words

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 q Allows teachers to select the area where they need additional help q Learn about and become comfortable with what you are about to teach

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

Where this Module Fits Module # Title Phonics Suite Overview –How to diagnose, group, and teach Blitz Lessons Boost Lessons Before you start 1 A Suite Start - Getting Started Guide 1 -4 2 Suite’s Early Lessons 5 -10 5 -22 3 Reading and Spelling Multi-Syllabic Words 11 -14 23 -29 4 Suffixes and Spellings 15 -18 30 -36 5 Spelling Rules and Syllable Types 19 -35 37 -57 6 Advanced Vowel Spellings 36 -50 58 -80

Overview

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

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

Review of Whale Talk and Syllable Stomping

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 Sylla. Boards as a multisensory manipulatives to read and spell words

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

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

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

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

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

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.

Purpose: “Syllable Boards” Students develop the understanding that: • Words are comprised of syllables • One Sylla. Board is used for each syllable in a word. • Sylla. Boards 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)

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 Sylla. Board for each syllable • Next, say each syllable as we touch the Sylla. Board. • Finally, sweep our fist from left to right under the Sylla. Boards while saying the word. • Let’s practice!

Syllable Stomp with Sylla. Boards First, we Whale Talk to feel the syllables Then, we will put down one Sylla. Board for each syllable Next, we name each syllable as we touch the Sylla. Board

Syllable Stomp with Sylla. Boards First, we Whale Talk to feel the syllables Then, we will put down one Sylla. Board for each syllable Next, we name each syllable as we touch the Sylla. Board

Spelling Multi-Syllable Words

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 Sylla. Boards 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

Practice Say : volcanic Whale talk: You should feel 3 pushes of breath Place your Syllaboards, stomp and write vol can ic

Practice Say : fantastic Whale talk: You should feel 3 pushes of breath Place your Syllaboards, stomp and write fan tas tic

Practice Say : embellish Whale talk: You should feel 3 pushes of breath Place your Syllaboards, stomp and write em bel lish

Reading Multi-Syllabic Words

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”

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”

Reading Two-Syllable Words 1. Show the word, but do not say the word. 2. How many vowels? 3. Are they together or apart? 4. How many syllables? • 5. Set out the appropriate number of Sylla. Boards Touch and Say each syllable and blend to read the word.

Reading Two-Syllable Words submit Write the word Place 2 Sylla. Boards under submit. Write each syllable on a Sylla. Board. sub on the board, identify the vowels s mit Underline the vowel letter on each Sylla. Board. sub mit u b m i t

Schwa

Schwa Students will identify that a vowel in a closed syllable within a multisyllabic 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.

Practice: seldom wagon consist attend

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