Reflection: High Quality Task Syllable Segmenting and Blending - Section 2: Instructional Process

 

It is really important that we connect the words we are syllabicating to sentences.  We need to remind our students that they aren't just dealing with words in isolation!  How often in life do we really read words in isolation?  Never!  Therefore, we need to make sure we aren't having our students listen for words solely in isolation!  Also, it is important that the students repeat the sentences because it allows them to have a connection to the words while also possibly extending their vocabulary.  In the end, when we have students listen for words and then include those words in sentences, we are allowing them to connect to the syllabicating portion of the lesson and the sentence portion as well- the more ways we can connect the material, the more likely our students are going to learn the skills!

Also, I am always sure to begin this process with compound words as my focus words.  It is easier for our students to hear the separations in compound words, so this is a way to provide appropriate access to the skill while building in complexity as time goes by!

  Why should sentences be connected to the focus words?
  High Quality Task: Why should sentences be connected to the focus words?
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Syllable Segmenting and Blending

Unit 8: Phonemic Awareness; the KEY to the door of reading!
Lesson 3 of 16

Objective: SWBAT practice routines for counting, pronouncing, blending, and segmenting syllables in spoken words.

Big Idea: Syllables are no longer just a simple, brief clapping matter!

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