1. Overview

Hear a two-syllable word and identify either the first or last syllable, using picture cards as visual clues. Now that your child has learned to identify a single syllable from a two-syllable word, we will mix up the words so that she might have to listen for either the first or last syllable. This will challenge her memory and listening skills.
two-syllable words part 5
“Say hamster, without -ster…”
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2. Materials

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 baking, the list refers you to picture card #14, which has a picture of a king, the correct answer for baking. ↑ Top

3. Activity

Video: How to play Two-Syllable Words, Part 5
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 a wheel, wig, bee, and book. Now you name each picture as I point to it. Child: Wheel. Wig. Bee. Book. Adult: That’s right.
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 word from the provided word list, and have the child repeat it. Then ask her to say just the part of the word you ask for. Hold up the appropriate picture card to give her a visual clue.
Adult: I’m going to say a word, and you will tell me only one part of the word I say. The part I want you to say will be the same as one of these pictures. [Hold up appropriate picture card.] Here’s the word: hamster. Say hamster. Child: Hamster. Adult: Now say hamster, but don’t say -ster. Do you see the word that’s left in one of these pictures? Child: Ham. Adult: That’s right. [Hold up appropriate picture card.] Here’s another one: plastic. Say plastic. Child: Plastic. Adult: Now say plastic, but don’t say pla-. Plastic without pla-. Do you see the picture of the word that is left? Child: Stick! 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. ↑ Top

4. Confidence Builder

If your child struggles with this game, go back and review Compound Words, Part 5. ↑ Top

5. Small Groups (2-5 children)

Lesson Objective: Using Picture cards as visual aids, children will hear a two-syllable word, delete either the first or last syllable on command, and repeat only the remaining syllable. 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 Additional Materials:
  • optional: toy phones (2)
Adaptation: Read the main activity, watch the video, and follow the instructions above, with the following changes: Warm up by reviewing the concepts of first and last, as well as paying attention. Give a pair of instructions to the group, such as “Shake your head. Touch your chin.” Then ask, “Which did you do last?” Switch things up. Tell the children, “Clap your hands. Close your eyes. What did you do first?” Practice the activity as a group until everyone understands the game. Give each child one of the picture cards. Call on one child, give him a word (that works with the card he is holding), and ask him to select the correct picture and say the remaining syllable of the starting word. Reinforcement: Have the children “call” each other. You can provide the word for the “caller” to give to the second child.
Child A: I am calling Child B. Child B: Hello, Child A. Child A: Say baby without ba-. Child B: bee Child A: That’s right! Goodbye, Child B.
Use this Reinforcement at Home form to tell parents and guardians how they can reinforce lessons outside the classroom. ↑ Top

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