Now it’s time to teach! Here’s a research-based approach that we recommend, with examples of language you could use if this is new to you. This lesson teaches students how to segment words into syllables.
1. Review relevant prerequisite skills with your students.
First, review relevant skills that your students should know prior to learning about syllables. This includes reviewing the concept that words are made up of sounds.
2. Introduce them to the concept of a syllable and define it explicitly.
You might say something like, "We're going to learn about syllables. Syllables are words or parts of words that have one vowel sound."
3. Tell your students what they’ll be learning.
You might explain, “We are going to learn to listen for the sounds that make up words, and we're going to break them apart into smaller sounds called syllables."
Then you’ll use a gradual release approach, or I Do, We Do, You Do, to teach them the skill.
4. I DO: Model the new skill.
You model segmenting words into syllables using the Quiet Yell technique.
First, tell your children that “it’s my turn” and that it’s their job to watch and listen. Then model how to break apart a word into syllables using a quiet yell.
Tell children the word: doghouse. Provide the word and a sentence using the word, and then repeat the word:
The word is doghouse.
My dog is in his doghouse.
Doghouse.
Quiet yell doghouse:
dog, house
Tell students that you heard and felt two pushes of air when you yelled the word; therefore, there are two syllables.
Next, model how to stomp and say the syllables. Provide two felt squares next to each other on your table. As you say each syllable, dog and house, “stomp” or pound the felt squares with your fist in sequence, left and right. Then sweep your fist under both felt squares left to right and say doghouse.
Ask students to now quiet yell doghouse with you, repeating what you just modeled, and then stomp and say it with you.
Repeat the same modeling process with one or two other words, such as rainbow or cupcake — first quiet yelling and then stomping and saying.
5. WE DO: Invite your students to try segmenting syllables with you.
Now guide children in supported practice.
Tell students it is now their turn to try some words with you.
Dictate additional words to children — bathroom, shortbread, football — and guide them in using Quiet Yell and Stomp and Say to practice segmenting the words with you.
6. YOU DO: Ask them to do the activity on their own, with your feedback.
Here’s the chance for your students to practice segmenting words into syllables independently.
Tell students it is now their turn.
Present words for children to try independently, starting with choral response in a group. (Don’t forget our word list (opens in new window). Compound word examples are at the top.) Then call on individual students to practice quiet yelling the word and then stomping and saying each syllable. Ask other students to practice in their heads and be ready to help out if a friend needs it.
Provide support to any students who need it by modeling the correct answer and then having children independently repeat what you demonstrated.
In this lesson, we used compound words. When students are able to easily segment compound words into individual syllables, they are then ready to practice segmenting two-syllable words that have parts that are not whole words, such as bucket and dancing. You can then eventually increase the rigor to three- and four-syllable words.
7. Next Steps
Once students are confident in segmenting syllables, repeat the same modeling process with words from your pre-selected word lists until students are able to segment, blend, and delete syllables accurately. Remember, automaticity comes from many practice opportunities.
When students catch on to the concept of syllables within words, they are ready to move on to onset-rime. If you are unsure of your students’ proficiency with this skill, you can our the quick assessment to check their progress.
