Multi-Syllable Small Group Lesson

Learning Objective:
The students will gain knowledge in the rules of multi-syllable words. The students
will apply this knowledge by breaking the multisyllabic words. The students will
create and analyze their own multisyllabic words.

CA Standards:
Word Analysis
1.0 Students understand the basic features of reading. They select letter patterns
and know how to translate them into spoken language by using phonics, syllabication,
and word parts. They apply this knowledge to achieve fluent oral and silent reading.
1.1 Know and use complex word families when reading to decode unfamiliar words.
1.2 Decode regular multisyllabic words.

Anticipatory Set: (2 minutes)

What are some strategies that we use when we break syllables in words?
How do you usually break apart syllables?
We are going to learn about how to break syllables because this will help you
read knew words and it will help you spell words.

Instruction: (4 minutes)
“What are some vowels?”
“What are some consonants?”
Discuss the syllable rules on the worksheet. Model how to write the word
and break the syllables for the first table.

Guided Practice: (10 minutes)

Read the syllable rules out loud. Think Aloud what each of the rules mean.
Have the students try to break the syllables. Review the answers after each
table.

Independent Practice: (5 minutes)

Students will partner up with a white board, marker, and tissue. One student
will create and write a word on the whiteboard. The other person will break
the word.

For lower level students, I will create words as a group on a small whiteboard
and they will break the word.
Assessment:
Worksheet 15 points (1 point for each question)
Participation 5 points (1 point deduction when behavior card moves down)
Total 20 points

Reflection:
Were there points in the lesson that were not understood? Do I need to give
additional help to the class or certain individuals?

Did I begin and end on time, check the classroom environment, and work through
the mechanics of the class efficiently?

Did I set a pace that was neither too fast nor too slow?

What did I do particularly well today? What can I do better tomorrow?