Reflection: Complex Tasks What Are The Six Syllable Types ? - Section 4: Closure


     Learning about the different types of syllables is difficult.  Having a strong understanding of the different kinds of syllable is even more difficult.  I analyzed my student's work once they turned it in.  I have 6 students in my group.  3 of them did very well and 3 of them made many mistakes. You can see a video of there work samples here Student Work Syllable Types.mp4 . There is nothing I would have changed about how I presented the content.  There are times when students just aren't going to understand the concept the first time you teach it.  You may have to go back and teach it again.  I remember being the student who never "got it" the first time so I really do have patience with the students in my class who are similar to me when I was a kid. 

     So I have a plan of action.  I am going to reteach this lesson again to the 3 in the group who had trouble.  I will give the assignment to the 3 who did understand as seatwork.  Then I will reteach the lesson with a new set of words to the 3 who didn't understand syllable types Activity reteaching.pdf .   As we are working on the words I am going to make them analyze and verbalize which category they think the word belongs in and why.  If they answer incorrectly I am going to ask them questions such as "Do you see another vowel in the word? What pattern do you see in this word? Are there 2 consonants in between the vowels? What pattern could that be?" I want to question them so I can lead them to the correct answer, not tell them what the correct answer is.

  Complex Tasks: Sometimes They Don't Get It Right Away
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What Are The Six Syllable Types ?

Unit 17: Phonemic Awareness and Phonics Lessons
Lesson 11 of 12

Objective: SWBAT identify which type of syllable a particular word is and then be able to sort those words into the correct category on a tree map.

Big Idea: We've made it to the major leagues in decoding. Come find out why learning about syllables is so important.

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