Explicit Instruction for Phonological Awareness Intervention

Skill: Syllables Materials: For Reference: Syllable Word List-(Attached ) Instructional Day: One

Section Set Purpose

Instructional Routine
Today we are going to learn Chin Drop and Finger CountingThe reason we are learning this is whole words are made up of smaller parts called syllables. At the end of this lesson you will be able to..break whole words into syllables

Time
2 min.

State Objective
Yesterday, youlearned that rhyme means that words end with the same sound. Lets review, thumbs up if the words rhyme and thumbs down if the words dont rhyme. Say, Do pie and fly rhyme? Check for thumbs up. Say, Do low and slow rhyme? Check for thumbs up. Say, Do nice and now rhyme? Check for thumbs down. Say, Do bench and cinch rhyme? Check for thumbs up. Watch me and listen to me as I say a word. Say, Moses Did you notice how my chin dropped? How many times did my chin drop? Show me by lifting a finger for each syllable or how many times my chin dropped. Model, Say Moses put one back of hand under chin and with other hand lift a finger for each syllable. Our chin will drop for each syllable. Place the back of your hand under chin and say pop. Remind scholars to watch your chin. Ask, How many times did my chin drop? Show me by lifting a finger for each syllable. (1) Place the back of your hand under chin and say weasel. How many times did my chin drop? (2) Show me by lifting a finger for each syllable. Now, lets try this together. We will use our names to watch our chins drop for each syllable. Lets Practice: Ask a scholar to say their first name, with the back of their hand under their chin, while the other scholars watch and lift a finger for each syllable. Ask another scholar to say their first name, with the back of their hand under their chin, while the other scholars watch and lift a finger for each syllable. Continue until all scholars have an opportunity to say their first name, with the back of their hand under their chin, while the other scholars watch and lift a finger for each syllable. Now, lets see you try this on your own. We will put one hand under our chin and we will lift a finger on our other hand to count the number of syllables.Say Anna , Watch scholars to see if they have one hand under chin and using other hand to count number of syllables. Say Joshua Watch scholars to see if they have one hand under chin and using other hand to count number of syllables. I want to give you a chance now to show that you can do this independently .When youre working independently today, I would like you to say Noah , put back of your hand under your chin, with other hand lift a finger to count number of syllables .Watch scholars to see if they have one hand under chin and using other hand to count number of syllables. Continue process four times, using these names: Hannah, Rebecca, Sara, Joel Tell your partner what you learned and practiced today.

1 min.

Connect to and Review Previous Learning Teach New Concept/ Skill (I Do)

1 min.

3 min.

Guide Practice (We Do)

3 min.

Assess Scholar Application (You Do) Independent Practice

3 min.

2 min.

Return to Purpose

2 min.

Explicit Instruction for Phonological Awareness Intervention

Skill: Syllables Materials: Instructional Day: Two

Section Set Purpose State Objective Connect to and Review Previous Learning

Instructional Routine
Today we are going to learn Arm Blending with syllables The reason we are learning this is whole words are made up of smaller parts called syllables. At the end of this lesson you will be able to..break whole words into syllables. Yesterday, youlearned that if we hold the back of our hands under our chins, then say a word. Our chin will drop for each syllable. Lets practice. Place the back of your hand under chin and say pop. How many times did your chin drop? (1) Place the back of your hand under chin and say weasel. How many times did your chin drop? (2) Watch me and listen to me as I Arm blend Extend your left arm. Say, Hannah Using my right hand, I will touch my shoulder for the first syllable Han, and touch my elbow for the second syllable nah, then I will sweep my right hand over my left arm from shoulder to elbow to demonstrate blending the syllables back together to make a word. Say blend Hannah Extend your left arm. Say Rebecca Using your right hand, I will touch my shoulder for the first syllable, Re elbow for the second syllable, bec and wrist for the third syllable, a then I will sweep my right hand over my left arm from shoulder to wrist to demonstrate blending the syllables back together to make a word. Say blend, Rebecca Now, lets try this together. Ask scholars to extend their left arm. Say, Sarah Using your right hand, touch your shoulder for the first syllable, Sarelbow for the second syllable, ah, then sweep your right hand under your left arm from shoulder to wrist to demonstrate blending the syllables back together to make a word. Ask scholars to extend their left arm. Say, Joshua Using your right hand, touch your shoulder for the first syllable, Joshelbow for the second syllable, u, and wrist for the third syllable, a then sweep your right hand under your left arm from shoulder to wrist to demonstrate blending the syllables back together to make a word. Say blend, Joshua

Time
2 min.

1 min.

1 min.

Teach New Concept/ Skill (I Do)

3 min.

Guide Practice (We Do)

3 min.

Assess Scholar Application (You Do) Independent Practice

Now, lets see you try this on your own. Say Daniel Watch scholars to see if the they are following the arm blending process. Say Tabitha Watch scholars to see if the they are following the arm blending process.

3 min.

I want to give you a chance now to show that you can do this independently. When youre working independently today, I would like you to extend your left arm, say your name , begin by touching your shoulder for first syllable, (if they have two syllable name) elbow for second syllable and (if they have three syllable name) wrist for third syllable. Then sweep your right hand over your left arm and blend your name. Tell your partner what you learned and practiced today.

2 min.

Return to Purpose

2 min.

Explicit Instruction for Phonological Awareness Intervention

Skill: Syllables Instructional Day: Three Materials: 3 blocks or 3 small squares of paper for each scholar and instructor list of words to use for syllable practice

Section Set Purpose

Instructional Routine
Today we are going to learn how to show number of syllables with blocks or small squares of paper The reason we are learning this is whole words are made up of smaller parts called syllables. At the end of this lesson you will be able to..break whole words into syllables.

Time
2 min.

State Objective

1 min.

Connect to and Review Previous Learning Teach New Concept/ Skill (I Do) Guide Practice (We Do) Assess Scholar Application (You Do) Independent Practice

Yesterday, youlearned how to ARM BLEND. Extend your left arm. Say Rebecca Using your right hand, I will touch my shoulder for the first syllable, Re elbow for the second syllable, bec and wrist for the third syllable, a then I will sweep my right hand over my left arm from shoulder to wrist to demonstrate blending the syllables back together to make a word. Say blend, Rebecca

1 min.

Watch me and listen to me as I push out a block for each word part as I say a word. clock and push out a block. com-pu-ter and push out one block for each syllable. ap-ple and push out two blocks.

3 min.

Now, lets try this together. Give each scholar three blocks. We will push out a block for each syllable as we say a word. Say big together and all push out one block. Say pretty and all push out two blocks, one at a time. Say four and push out one block. Say today and push out two blocks, one at a time. Now, lets see you try this on your own.Say number Watch scholars to see how many blocks they push out. Say found Watch scholars to see how many blocks they push out

3 min.

3 min.

I want to give you a chance now to show that you can do this independently. When youre working independently today, I would like you to say your name and push the number of blocks for each syllable., say your friends name and push the number of blocks for each syllable. Tell your partner what you learned and practiced today.

2 min.

Return to Purpose

2 min.

Explicit Instruction for Phonological Awareness Intervention

Skill: Syllables Materials: Syllable pictures (Attached)and basket to use for cards Instructional Day: Four

Section Set Purpose

Instructional Routine
Today we are going to learn syllables The reason we are learning this is whole words are made up of smaller parts called syllables.

Time
2 min.

At the end of this lesson you will be able to..break whole words into syllables then blend and segment into words

State Objective
Yesterday, you. learned how push out a block for each syllable as we say a word. We say big together and we all pushed out one block. We say pretty and we all pushed out two blocks, one at a time. Say four and we pushed out one block. Say today and we pushed out two blocks, one at a time.

1 min.

Connect to and Review Previous Learning Teach New Concept/ Skill (I Do) Guide Practice (We Do) Assess Scholar Application (You Do) Independent Practice

1 min.

Watch me and listen to me as I speak like a robot. I will say cow-boy like a robot and you will blend the word together and say the word. I say ho t-dog and you say_________(hotdog) I say bas-ket-ball and you say,_____basketball. I will draw a picture card , I will say the name of the picture like a robot and you will say the word. Now, lets try this together. Scholars will each draw a picture card, take turns saying the name of the picture in robot talk. Other scholars will blend the word. Allow scholars to interpret the pictures meaning. For example, if scholar draws the cheerleader card, they may respond in robot talk with ex-cit-ed or cheer-lead-er or any other reasonable interpretation. Allow scholars to explain how they interpret the cards meaning if it seems unreasonable. Now, lets see you try this on your ow n. Allow scholars to draw a card, say the name of the card as a robot, then blend the word. Watch and listen to each scholar to make sure they are mastering robot talk and blending syllables into words.

3 min.

3 min.

3 min.

I want to give you a chance now to show that you can do this independently. Let scholars continue to draw cards, speak like a robot, then blend syllables into words.

2 min.

Tell your partner what you learned and practiced today.

Return to Purpose

2 min.

Explicit Instruction for Phonological Awareness Intervention

Skill: Syllables Materials Needed: Syllable Picture Cards Numbered Cards 1-5 (Attached) Instructional Day: FIVE

Section Set Purpose

Instructional Routine
Today we are going to learn syllables The reason we are learning this is whole words are made up of smaller parts called syllables.

Time
2 min.

At the end of this lesson you will be able to..break whole words into syllables.

State Objective Connect to and Review Previous Learning Teach New Concept/ Skill (I Do) Guide Practice (We Do) Assess Scholar Application (You Do)
Last meeting, you learned how to as speak like a robot. When I saidcow-boy like a robot and you blended the word together and said the word. I said hot -dog and you said hotdog. I said bas-ket-ball and you said basketball

1 min.

1 min.

Watch me and listen to me as draw a picture card and use ARM BLENDING or CHIN DROP and FINGER COUNT to learn number of syllables. Then I will put the card by number of syllables. If I draw a horse then I will chin drop and finger count,as I say horse. I know that horse has one syllable. so I will put the horse by the number one. Now, lets try this together. We will draw a card, either do Arm Blending or Chin Drop and Finger Count and put by the number of syllables. Watch scholars as they complete activity together to make sure they are counting syllables correctly and placing card by correct number.

3 min.

3 min.

Now, lets see you try this on your own. You and a partner will draw a card, either do Arm Blending or Chin Drop and Finger Count and put by the number of syllables. Watch scholars as they complete activity with a partner to make sure they are counting syllables correctly and placing card by correct number.

3 min.

I want to give you a chance now to show that you can do this independently.

Independent Practice Return to Purpose

You will draw a card, either do Arm Blending or Chin Drop and Finger Count and put by the number of syllables. Watch scholars as they complete activity independently to make sure they are counting syllables correctly and placing card by correct number.

2 min.

Tell your partner what you learned and practiced today.

2 min.

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

LLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

SYLLABLE PICTURE CARD

1 2

SYLLABLE PICTURE CARD

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One Syllable Words act add alp am amp an and ant apt as ash ask asp at ax back bad badge bag ban band bang bank bash bask bass bat batch bath bed beg belch bell belt bench bend bent best bet bib bid big bill bin bit black bland blank blast blend bless blink bliss blob block blond blot bluff blunt blush bob bog bomb bond boss box brag bran branch brand brass bred brick bridge brim bring brink brisk bronze broth brush bud budge bug bulb bulge bump bun bunch bus bust buzz cab camp can cap cash cask cast cat catch cell cent chaff chance chant chap chat check chef chess chest chick chill chimp chin chink chip chop chuck chug chunk clam clamp clan clap clash clasp class cliff cling clip clock clod clog cloth club

One Syllable Words cluck clump clung clutch cod cog come con cop cost cot cough crab crack craft cram cramp crash crept cress crest crib cringe crisp crop cross crumb crunch crush crust crutch cub cud cuff cup

cut dab dad damp dance dash deck den dent depth desk did dig dim din dip disc dish disk ditch dock dodge dog doll done dot dove drab draft drag drank dredge drench dress drift drill

drink drip drop drum duck dug dull dumb dump dun dung dusk dust dwell ebb edge egg elf elk elm end fact fad fan fang fast fat fax fed fell felt fence fend fetch fib fig

film fin finch fish fist fit fix fizz flack flag flank flap flash flask flat fled fledge flesh flex flick fling flint flip flock flog flop fluff flung flush fog fond font fox frank fresh frill

One Syllable Words fringe frock frog from front frost froth fudge fun fund fuss fuzz gag gang gap gas gash gasp gel gem get gift gig gill gin gist give glad glance gland glass glen glimpse gloss glove

glum gnat god golf gone got grab gram grand grant graph grasp grass grid grill grim grin grip grit grub grudge grump guess guest guilt gulf gull gulp gum gun gush gut hack had hag ham

hand hang has hat hatch have held helm help hem hen hence hid hill hilt him hinge hint hip his hiss hit hitch hog hop hot hub huff hug hull hum hump hunch hung hunk hunt

hush hut hutch if ill imp in inch ink inn is it itch its jab jack jam jazz jest jet jig jinx job jog jot judge jug jump junk just jut keg kept kick kid kill

One Syllable Words

less let

mask mass mast mat match math melt men mend mesh mess met milk mill mince mint miss mitt mob mock mom monk month mop moss moth much muck mud mug mumps munch must mutt nag nap

neck nest net next nil nip nod none not notch nudge numb nun nut odd of off on opt ox pack pact pad pal pan pant pants pass past pat patch path peck peg pelt pen

kiln kilt kin king kiss kit knack knit knob knock knot lack lad lag lamb lamp lance land lap lapse lash lass last latch laugh lax led ledge left leg lend length lens lent

lick lid lift limb limp link lip lisp list lit live lob lock lodge loft log long lop loss lost lot love luck lull lump lunch lung lunge lush lust mad man map mash

One Syllable Words pest pet pick pig pill pin pinch ping pink pip pit pitch plan plan plank pledge plod plot pluck plug plum plump plunge plus pod pond pop pot prank press prick prim prince print prod

prompt prong prop puck puff pulp pulse pump pun punch pus putt quack quench quest quick quill quilt quit quiz rack raft rag ram ramp ranch rank rap rash rat red rent rest rib rich rid

ridge rift rig rim ring rinse rip risk rob rock rod rot rough rub rug rum rump run rung rush rust rut sack sad sag sand sang sank sap sash sat scab scalp scan scat scent

scoff scrap scratch script scrub scruff scum sect self sells send sense sent set shack shaft shag shed shelf shell shift shin ship shock shop shot shove shred shrill shrimp shrink shrub shrug shun shut sick

One Syllable Words sift silk sill silt sin since sing singe sink sip sit six sketch skid skill skim skin skip skull skunk slab slack slam slang slant slap slash sled slept slick slid slim slip slit slog

slop slot sloth slug slum slump smack smash smell smog smudge smug snack snap snatch sniff snip snob snug sob sock soft solve some son song sop span spat speck spell spend spent spill spin spit

splash splint split sponge spot sprig spring sprint squid squint stab stack staff stag stamp stand step stick stiff still stilts sting stink stitch stock stop strap strength stretch strict string strip strong struck strut stub

stuck stuff stump stun stung stunk stunt such sulk sum sun sung sunk swam swell swept swift swim swing swish switch swum swung tab tack tact tag tan tang tank tap task tax tell ten tend

One Syllable Words tense tent test text thatch theft thick thin thing think this thrash thrill throb throng thrush thrust thud thug thumb tick till tilt tin tint tip ton top

toss tot tough track tract tramp trap trash trek trench trend trick trim trip trot trough truck trudge trunk trust tub tuck tuft tug tusk twig twin twist twitch

up us valve van vast vat vent vet vex wag wax web wedge weld well welt went wept west wet whack when which whim whip whisk whiz wick width

wig will wilt win winch wind wing wink wish wit witch with won wrap wrath wreck wren wrench wring wrist wrong wrung zap zest zinc zip

Two Syllable Words absence absent abstract accent accept access active actress admit advance advent album angling anthem annex attic banish basket backpack bandit banquet band stand baptism bathtub bedding blacken blanket bracket bucket budget butt on ca bin casket cactus campus captive cement census challenge chemist chestnut chicken scholars chipmunk christen citrus civil classic clinic column conduct construct consult credit crescent cricket custom culprit dampness dandruff denim den tist digit discus discuss dismiss distinct district drastic duchess duckling dungeon dwelling edit epic eldest emblem en gine end less essence exact except excess exchange exist exit ex pand expect expel express extent extinct ex tract fabric famine fasten finish fidget filling fitness fitted flatten fragment frantic function gadget gambling gifted gimmick glasses glisten glutton granite graphic habit handed handbag happen hatch et hectic helmet helpless hiccup impact impress impulse immense in cense index indulge insect insist inspect instinct instruct insult intact intend intense invent

Two Syllable Words invest inning jacket jagged justice judgment kidnap kitchen kitten landed leggings lettuce limit linen liquid listen living lipstick manic madness magnet massive mattress metric mimic minute mistrust mitt en napkin nugget

obstruct panic pa stel packet pamphlet pellet piglet picnic pick et pilgrim planet plastic plan ted plumbing practice premise presence present princess pro duct publish punish pulpit pumpkin puppet quilted rabid radish rapid rabbit racket relish rest less

rigid ridden rubbish rugged sadden sand wich select seven segment sel fish sen tence sep tic sett ing ship wreck sick en skep tic slugg ish spec trum splen did sta tic sta tus sub tract suc cess suffix suggest sullen summit summon sunset suntan tablet talent tactics

talcum tan dem tan gent tantrum tepid tennis thick en thicket timid ticket traffic transmit transplant triplet trinket trumpet un less until un wrap up hill up on up set vanish vel vet vi sit wedd ing wick ed wind mill wit ness zig zag

Three Syllable Words

apricot accident adjective admission angelic benefit cabinet citizen coll ec tion coll i sion con di tion con fi dence con gestion con ti nent connec tion

di mi nish di sci pline do me stic e di tion e le ment e vi dence eff ec tive ex a mine ex cell ent ex cep tion ex hi bit ex pan sion ex pen sive ex pre ssion ex ten sive fantastic

happening imagine implement impre ssion imprison in finite in habit in jection inscription in spec tion in ten tion in ven tion ja ve lin ki logram magnetic mechanic

medicine me tall ic ob jec tive opposite petition po si tion po sitive pre sident pri vi lege re giment re primand re si dence resident sen si tive telephone ve ni son

Four Syllable Words alligator calculator combination definition delivery expedition graduation harmonica kindergarten microscopic necessary television understanding watermelon Five Syllable Words accumulation capitalism characteristic curiosity hippopotamus neurological observatory qualification refrigerator undeniable