*
Have children tap out the syllables in words on the palms of their hands. Every
time they say a syllable, they tap their palms with a different finger keeping track
of the number of syllables.
*To line up at the door, give a student a word and have the class guess if the
student can “step” all the way to the door while only taking steps on the syllables.
Then have the student “step” to the door while saying the syllables in the word.
Talk about how some words are bigger words than others when considering the
syllables.
____________________________________________________________________________________
MATERIALS NEEDED: Household items such as a pencil, marker, pen, fork, ruler, umbrella, paper, etc., sidewalk chalk or masking tape
DIRECTIONS:
1. If outdoors, use the sidewalk chalk to draw three to four boxes side by side on the pavement. Number each box with a 1, 2, 3, or 4. Make them big enough for you to stand on. If indoors, use the masking tape to tape off the boxes on the floor, or place large pieces of numbered paper down.
2. Place several items or pictures on the table that have one, two, three, or four syllables. Model first by having the child choose an item from the table and say the item.
3. The child then repeats the word, and jumps or steps into each box while saying each syllable.
4. The number of the box the child is left standing in is the number of syllables the word has in it.

_____________________________________________________________
MATERIALS NEEDED: Pictures of one, two, three, and four syllable words.
DIRECTIONS:
1. Shuffle the deck of picture cards and turn them face down on the table.
2. Each child takes draws a picture, says and claps the syllables in the word and counts the syllables.
3. The child who has the picture with the most syllables, keeps the pictures.
_____________________________________________________________
MATERIALS NEEDED: 3 to 4 paper grocery bags with the numbers “1”,
“2”, “3”, and “4”, wadded up paper
DIRECTIONS:
1. Place the four grocery bags next to each other about a foot apart.
2. One student has the wadded up paper “ball”.
3. The teacher calls out a word and the student quickly says and counts the syllables in the word. He then tosses the “ball” into the correctly numbered grocery bag.

___________________________________________________________
MATERIALS: Dry erase board, dry erase markers, eraser, one, two, three, and four syllable words that are nouns and easy to draw
Directions:
1. Teacher chooses a word such as “cat” and leads the students to clap and count the number of syllables. The teacher then draws a picture of a cat on the dry wipe board (or a student may draw the picture).
2. The teacher continues this process with a two syllable word, a three syllable word, and a four syllable word, drawing their pictures on the dry wipe board.
3. Once the pictures are drawn, the teacher may then ask students to identify which picture has 3 syllables. When a student chooses a picture, lead the whole group to clap and count the syllables to “check” and see if the student is correct. If the student is correct, that student gets to erase the picture.
4. Continue this process with the remaining words until there is only one picture left. For this picture, ask a volunteer to tell everyone how many syllables the picture has and then allow him to erase it after he gives a correct response.
NOTE: To increase difficulty, draw 2 pictures that have one syllable, 2 pictures that have two syllables, etc.