E6: Two-Syllable Words, Part 3
Hear a two-syllable word and identify the last syllable, using picture cards as visual clues.
Identifying the second syllable is more difficult than focusing on the first syllable, so it may take a while for your child to master this activity.
- word list
- picture cards (includes word index) – these are the same cards that were used in Compound Words, Part 1, Part 3, and Part 5 and Two-Syllable Words, Part 1
Print out the word list and the picture cards above. The word list will show which of the picture cards you should use for each round of this activity. For example, for the word shamrock, the list refers you to picture card #9, which has a picture of a rock.
Before each round of the game, find the appropriate picture card (the word list will tell you which one to use). Go through the images on the picture card and name them, to make sure you and your child are using the correct word for each picture (e.g., bird, not robin). Name the pictures from left to right and from top to bottom.
Adult: [showing picture card] Let’s look at these pictures.
They show cake, key, fan, and fish.
Now you name each picture as I point to it.
Child: Cake. Key. Fan. Fish.
Be sure to do this identification before introducing the word for your child to analyze.
To start the game, you will say a two-syllable compound word from the provided word list, and have the child repeat it. Then ask her to tell you only the last part of the word. Hold up the appropriate picture card to give her a visual clue.
Adult: I’m going to tell you a word, and you will tell me
only the last part of the word I say.
The last part will be the same as one of these pictures.
[Hold up appropriate picture card.]
Here’s the word: selfish. Say selfish.
Adult: Now say selfish, but don’t say sel-.
Do you see a picture of the last part of selfish?
Adult: Let’s try again. Listen: selfish. Sel…fish. Sel…fish. Say sel…fish.
Adult: Now say sel…fish, but don’t say sel-. What’s the word?
Adult: Good job.
Go through the other words in the word list until your child stops paying attention. You can continue the activity at your next session.
NOTE: Be careful not to add an extra “the” to your instructions, as in: “Say selfish without the sel-.” The extra word will just confuse your child.
4. Confidence Builder
If your child is struggling with this game, go back and review Compound Words, Part 3.
5. Small Groups (2-5 children)
Lesson Objective: Using picture cards as visual aids, children will hear a two-syllable word, isolate and orally repeat only the last syllable of the word.
GELDS (Georgia Early Learning & Development Standards): CLL6.4e
Georgia Standards of Excellence: ELAGSEKRF2.b
Common Core State Standards: CCSS.ELA-LITERACY.RF.K.2.B
Adaptation: Read the main activity, watch the video, and follow the instructions above, with the following changes:
Warm up by reviewing first and last. Have the group make a line and ask, “Who is first? Who is last?” Turn the line around, and ask again, “Who is first? Who is last?” Then explain, “Today we will be listening for the last syllable.” Practice as a group.
Give each child one of the picture cards. Call on one child, give her a word (that works with the card she is holding), and ask her to select the correct picture and say the last syllable of the starting word.
Reinforcement: Provide words from the word list and give an answer. Tell the children to smile if your answer is correct. Be sure to mix in some “mistakes” so that the children frown.
Adult: Selfish without sel- is fish.
Adult: Tissue without ti- is moon.
Use this Reinforcement at Home form to tell parents and guardians how they can reinforce lessons outside the classroom.
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