Unit Title:
Syllables
Designer: Melissa Eggleston
Grade Level:
PK
Subject: Language Arts
Topic: Syllables
Date: 9/23/14
STAGE 1: DESIRED RESULTS
Established Goals:
The student is expected to develop the ability to analyze words into separate syllables.
The student is expected to develop the ability to synthesize words from a string of syllables.
Essential Questions to be Considered:
(Overarching) What is a syllable?
(Specific/ topical) How many ways can you count syllables in a word?
Desired Understandings:
Students will understand that…
TEKS (III.B.4) Child combines syllables into words.
*A syllable is a word chunk
*Syllables make up a word.
TEKS (III.B.4) Child combines two syllables to say a word, provides a second
syllable of theme- related objects when the teacher says the first syllable, then
entire word, hears and claps syllables, and hears and segments and blends back
a classmate’s name
*Words can be separated into syllables.
TEKS (III.B.5) … participates in word games that focus on playing with
syllables
*Counting words in syllables is common.
*Breaking words into syllables is learned before we learn how to break down a
word by phonemes.
Knowledge and Skills to be Acquired as a Result of this Unit:
Students will know…
Students will be able to…
*How to develop the ability to analyze words into separate syllables.
*Separate, count, and clap syllables in their own names.
*How to develop the ability to synthesize words into a string of syllables.
*Separate, count, and clap syllables in a variety of different words.
* Bring out the rhythm of the words through movement. (tap-ping, march-ing)
TEKS III.B4
*Synthesize syllables spoken one by one into familiar words.
TEKS III.B5
*Synthesize words from their separate syllables. (Troll Talk)
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks*: Formative Assessments
Other Evidence: Summative Assessment
* TASK-While lining up for recess, each child should be able to think of a
word with two syllables (or three or four, depending on the task requested). The
child would then say the two-syllable word to the teacher, generating a list of
new words that fall into this two-syllable category. Each child that successfully
gives a word is allowed to EXIT. This is an informal check for understanding.
No scores will be taken, only feedback given as a result of the “ exit “ task.
Goal- Your task is to be able to break down a word by syllables.
Role- You are part of a whole group that is trying to EXIT the classroom by
answering a quick syllable count question.
Audience- Your audience is the two teachers and the rest of the class as ”
judges.”
Situation- The challenge is to be able to quickly tap out a two-syllable
word.
Product, Performance, and Purpose- You will perform a quick, oral
assessment to check for understanding. This feedback will determine if we
re-teach the entire class, or pull small groups that need extra help.

TASK- The student will be able to work with a partner ( in Workstations) to
place photos of classmates in the proper syllable count square on a poster
board. For example, the name “Melissa” would be placed in the three-syllable
square. This task needs to be done with a partner, in a fifteen-minute time
period, with 100% accuracy between the students. As a means of checking and
double- checking for accuracy, the partners will give each other feedback as the
task is being performed. The assistant teacher will be evaluating how many
students understand the task so we can adjust our lessons according to feedback.
Goal- Your task is to be able to organize or sort photographs of each child in
the classroom into one, two, thee, or four syllable words on a chart.
Role- You are one half of a partner pairing.
You have been asked to work cooperatively and collaboratively with
your partner.
Audience- Your audience is your partner.
Situation- The challenge is to be able to sort and organize classmates’
names by syllable, on a chart.
Product, Performance, and Purpose- You will be able to sort a group of 16
classmates’ names by syllable on a chart.
Each child will be assessed on his/ her understanding of the syllabication
process. He/ she will repeat each word after the teacher and then “tap out”
his/ her own name and the following words: dog, rat, pumpkin, umbrella,
table, happy, and pumpernickel. He/ she will be assessed individually in a
quiet place with no interruptions This is an oral assessment. Each word will
be recorded with pen and paper according to their given syllable count.
Using the attached rubric will help grade each student.
TASK-In Small reading group time 1:4 ratio with teacher to student ratio, the
students will cut out and staple a “syllable sensitive” book. “Colors”written by
Melissa Eggleston, will provide eight color words, matched with the proper
color, that need to be counted by syllable and sorted into correct syllable
squares. The color names are 1. RED, 2.GREEN, 3. BLUE, 4. YELLOW, 5.
LAVENDER, 6. PURPLE, 7. BLACK, and 8.TORQUOISE. Each child should
be able to make a book, color it with some guidance as a group, then answer
how many syllables are in each color word on each page. They will construct it,
color it, sort the words, write the number of syllables in the square provided on
that page, and then read it to a friend. The friend will serve as a reading buddy.
The buddy will help edit their book if they have any incorrectly matched
syllable words.
Goal- Your task is to be able to construct a book, color it, and then write the
correct number of syllables on each page for each of the provided colors
and words that match.
Role- You are part of a small group of four students with one lead teacher.
You are also part of a buddy reading partner group where each of you will
be reading and editing each other’s books.
Audience- Your audience is the other three students in your small group
and your teacher. You will also have a partner within your group that will
serve as a reading buddy and editor.
Situation- The challenge is to be able to construct a book, color it, then say
the words aloud and decide how many syllables are in each word. You must
also work with a partner to read it and decide if you are both correct in your
answers.
Product, Performance, and Purpose- You will be able to physically sort
pictures of words with different syllable counts in them accurately.
*Rubric attached for at least one of these.
Syllables Rubric for Pre-Kindergarten Students (From iRubric)
__________________________________________________________________________________________________________
Syllables __________________________________________________________________________________________________
Poor
Fair
Good
Outstanding
Segmentation and
Identification
1 point
2 points
`3 points
4 points
Student can count and
identify only one syllable
words.
Student can count and
identify one and two
syllable words.
Most of the time student
can count and identify
two or three syllable
words.
Student can always
count and identify
multi-syllable words.
__________________________________________________________________________________________________________
STAGE 3: LEARNING EXPERIENCES
Key teaching and learning activities numbered and in sequence with WHERETO elements coded:
DAY 1
Week 19
1. Monday, 1/5/15 (W) (H) Hook students by showing them the Syllable TEASe, that I created. This HOOK will engage the students
in looking around our room for special words that fall into syllable count categories like : One Syllable Words, Two Syllable
Words, and Three Syllable Words. Challenge them to look for words to fit in these categories and explain that they will need to
know how to count out syllables in words by the end of the unit. Use this technique during whole group before our first “ small
group” lesson. Generate excitement for the new skill! This is a good use of a Non-Linguistic Representation from the book
Classroom Instruction that Works,p.75.
2. (EX)( T) Create an anchor chart with students using their names as our first words to explore. 6A Clapping Names (p.50). Model
by using several names of contrasting lengths explicitly teaching how to break the words into syllables. Say the first name syllable
by syllable before the students repeat it. After each name is said, then ask” How many syllables did you hear?” Use first names and
last names. This personalizes the activity for each child and heightens the interest for each child. Have each child clap their own
name, then the entire small group will follow their lead (they are the “teacher”). Say it. Whisper it. Clap it. Tap it. Each time you
tap it, then add another finger to your tapping hand so you can keep track of how many syllables you have counted.
DAY 2
Week 19
DAY 3
Week 20
DAY 4
Week 20
3. Wednesday, 1/7/15 (EX) (R) 6B Take One Thing from the Box (p.51). Collect an assortment of different small toys or objects
that differ from one to another in the number of syllables in their name. Invite students, one at a time, to choose a toy from the box,
then act like they are the “ teacher” they will say it slowly, like a “robot” then clap it, tap it and count it out loud with their
classmates. (E) Each student will then take a toy/ object and “teach” the group about their object’ syllables. The group will help
evaluate their success with a quick thumb up, or a thumb down for checking for understanding.
4. (E) (T) Students will add their own names to a Syllable Chart as they line up for recess, unpack their lunches and pack up at the end
of the day. This allows each child to practice matching syllable counted words that they are very familiar with (names) with the
correct number of syllables on the chart. After they become proficient at this, each day would become a progressively more
challenging with other people’s names and picture cards. This is an excellent way to increase vocabulary words for a particular unit
ie. chickens, or plants as well.
5. Monday, 1/12/15(R) (O) 6C The King /Queen’s Successor (p.53). Organize the children in a big circle so they can see all of the
participants. Make a crown for the king or queen to wear when they are ”crowned”. Each child will take a turn being the king or
queen and they will give an order like MARCH-ING, or CLAP-PING, or BOW-ING. The words need to be said very clearly, and
with the proper rhythm in order to understand what the action is that each child will do. Suggested words to use: stretching, boogywoogying, clapping, bowing, tip-toeing, hammering, saluting, waving, and sewing. This activity should be played actively and all
should participate. Engaging the students in a kinesthetic activities as mentioned in Classroom Instruction that Works, p.73, helps
kinesthetic learners( many 4-5 year olds!) make connections between physical activity and learning at hand. “ Gestures cue their
memory.”
6. Wednesday, 1/14/15 (R) 6D Listening First, Looking After (p.55). To rethink and revise, we will now try to guess the word
after hearing the individual syllable being added back together again (synthesis). Gather a set of pictures that have familiar objects
on them. Choose objects that have differing numbers of syllables on them. Look at each picture and say the word that is on each
card in “ robot” language to emphasize the different syllables.( Hold cards face down on the table so that the students cannot see the
pictures yet).When they hear the words, spoken in a broken” robot” language, then the synthesize them together and figure out the
word.
7. (E) To check for understanding, each child will then get to try and do this activity with a partner. They can choose their most
difficult words to try and “stump” the group.
(Mon is
MLK)
DAY 5
Week 21
8. Wednesday, 1/21/15 (R) (E )6E Troll Talk 1:Syllables (p.56). Invite everyone into a circle and engage them in a story about a
ROBOT who liked to give children presents. The problem in the story, was that the robot had a very strange way of talking, Not
until the child in the story figures out what the “gift” is, will he/ she receive the gift. Play a game where each child takes turns
being the robot or troll.( They know more about robots.) Each child will have a set of cards that they are trying to give away. I try to
make this even, to avoid tears! This game is good for review and for assessment. It shows who needs more time with a teacher or
partner in syllable work.
Workstation
s for
week #
19
Workstation
s for
week #20
Workstation
s for
week
#21
9. Monday- Friday, 1/5/15 (R) Using the Promethean Board, play the syllable game , “Syllables Factory”, ( BBC.co.UK), a basic
entry level game that engages students in sorting words by syllable. They will work with a partner for any support. There are three
levels of this game so they can be challenged as well.
10. (R) Using hands-on player pieces and a game board, play the syllabication game called “Piggy Bank”. Each child will practice
taking turns and sort the words into the correct syllable-bank.
11. Monday- Friday, 1/12/15 (R) Using the Promethean Board, Syllable Split a Reading Game (fun4thebrain.com)
This is a fun game with a bear that splits the words into syllables for the students, then challenges them to figure out which word he is
splitting. This game would need to be played as a group, then in a smaller group before the pre-k students could work with a partner in
Workstations.
12. (R)” Take One Thing from the Box” Play the same game that we played with the small group . The partners serve as support for
each other. Sort onto a poster labeled 1, 2, 3, 4. Take a picture with the Super Smart Watch. Try to download it to my computer so we
can share the images with the class. As it was explained in ,Classroom Instruction that Works , pg. 62,” Make it easy for students to
access their prior knowledge by providing explicit cues in a variety of formats … The more students know about a topic, the more
interested they will be in it.”
13. Tuesday-Friday , 1/20/15 (R)Using the Promethean Board, play Space-station (sadlier-oxford.com).
This higher-level game that assumes that the children can decode and pronounce multi-syllabic words. We could play this with our
Third Grade Book Buddies, and the older students could type in the spellings while the younger partner clapped it out. Friendly
competition between girls and boys could add to the excitement. This Cooperative learning, as mentioned in Classroom Instruction
that Works, p.157, is essential in exchanging ideas between students.
14. (EV) Play The Syllable Game Great for Kinesthetic learners. Watch You Tube of class playing the game for instructions or
follow these instructions: touch head= 1 syllable, touch head then shoulders= 2 syllables touch head, shoulder and knees for 3
syllables and touch head, shoulders, knees and toes for a 4 syllable word. They can play this game in unison, then as an assessment
for for individuals. This can also be played with a partner in Workstations for collaborative learning (p 157 in Classroom Instruction
that Works. )