Unit Title:
Syllables
Lesson Title: Counting Syllables Using Pictures
Teacher:
Catherine Anderson
Objectives:
The learner will be able to count the number of syllables in one, two and
three syllable words using picture cards and manipulatives for counting.
Terminal Objective:
Objective 1.027: Student will be able to recognize blends, segments and
syllables in spoken words. (Based on NC English Language Standard
Course of Study for Kindergarten.
Competency Goal 1: The learner will develop and apply enabling
strategies and skills to read and write. (Phonological Awareness Skills
Test).
Targeted Population: Kindergarten, second or third quarter
Time:
10 minute warm-up; 15 minute guided practice, 35 minute student
practice
Materials:
Overhead Projector
Plastic chips or any small manipulative (three per student)
Picture Cards (with pictures of words with one, two and three syllables),
12 per student
Construction Paper (one per student)
Pencil
Glue or glue stick
Prior to Lesson:
Teacher will cut out picture cards of one, two and three syllable words, 12 per
student. Teacher will make three columns on a piece of construction paper and label each
column 1, 2 or 3.
Procedures:
Warm-up:
 Teacher will explain to students that there are several ways to break up words in
order to hear all of their sounds. For example, you can break up words by
separating each letter, such as we hear in the song “BINGO”. Teacher will explain
how to clap each letter sound for the word Bingo and will practice one time with
the students. Teacher will play song “BINGO” and teacher and students will clap
out each letter.
Guided Practice:
 Teacher will explain that there are other ways to separate/segment words such as
separating words by syllables; teacher will explain what syllables are.
 Teacher will show class pictures one at a time, saying the word depicted in the
picture clearly and slowly
 Teacher will put three plastic chips on overhead projector and will say the word
again, pushing up a chip for each syllable.
 Teacher will repeat this process two times each for one, two and three syllable
words.
 Teacher will call on volunteers to push up chips for each syllable for the given
words.
 Teacher will then make three columns on a transparency and label columns one,
two and three
 For each word that has been identified as having one syllable (which the teacher
has pushed one chip up for), the teacher will put that picture card in column one,
repeating the process for all one, two and three syllable words.
 Teacher will pass out materials to students: one piece of construction paper, three
chips, a pencil, glue and a set of 12 picture cards.
Independent Practice:
 Students will say each picture-word out loud, and then push up one chip for each
syllable of the word.
 Students will place the picture card in the corresponding column; one syllable
words in column one, two syllable words in column two and three syllable words
in column three.
 Students will glue their pictures into the columns and write their name at the top
of the paper.
Adaptation:
For ESL students, have a student translator explain the directions
and say each word for the child. ESL students may work in groups with either a
student translator or a teacher assistant. Allow the child to perform all other tasks on
his or her own, (including pushing up the chips, identifying number of syllables and
placing picture-card in corresponding column).
Assessment:
Students will be able to complete task with 75% accuracy
Integration of Technology: Overhead projector, tape recorder
Additional Suggestions: Picture cards used:
One Syllable Words: book, bird, dog, star
Two Syllable Words: flower, spider, rabbit, baby
Three Syllable Words: banana, butterfly, computer,
calendar