Syllabication Lesson Plan

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Decoding Longer Words: Syllabication

Author: Emily Naumann  09/12/2010 12:14:00 PM EDT
TaskStream - Advancing Educational Excellence


Language Arts (English), Spelling

September 14, 2010

SECTION ONE: Identifying all standards and objectives

Students will be able to read words with two or more syllables.

Students will be able to read words with long vowel sounds.

Given five words from "Eye of the Storm," students will be able to use the Phonics/Decoding Strategy to decode the longer words with at least 90% accuracy.

PA- Pennsylvania Academic Standards
• Subject Reading, Writing, Speaking and Listening
• Area 1.1Learning to Read Independently
• Grade 1.1.5  Grade 5
 Standard C.Use knowledge of phonics, syllabication, prefixes, suffixes, the dictionary or context clues to decode and understand new words during reading. Use these words accurately in writing and speaking.
SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson

To gauge how much the students understand about syllables, I will write three words on the board (grade, happy, wonderful) in no particular order, and ask the students to hold up the number of fingers representing the number of syllables in each word in a group response.


I will use questioning strategies throughout the lesson to keep track of student understanding.

  • Why might we break words into syllables?
  • How might long and short vowel sounds help us in decoding a word?

Students will have demonstrated that they are proficient in syllabication and decoding skills by completing Practice Book page 28 ("Stormy Syllables"). I will know that students are proficient by correcting page 28 in which students wrote the underlined word using slash marks between its syllables and then wrote a new sentence that used the underlined word.

SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out

To introduce a lesson on syllabication, I will grab the students' attention by holding up a picture of Mary Poppins and asking who has seen or heard of the movie. I will then ask who remembers the silly word that Mary Poppins sings in one of her songs. Once the students have remembered the word and are engaged, I will show a poster with the word Supercalifragilisticexpialidocious written on it, already broken down into syllables and labeled with vowel-consonant patterns within the word.


1. After displaying my "Hook" poster, I will explain that breaking big words down into syllables is a helpful way to read and spell unknown words. I will explain to the students that this strategy will be our focus for the lesson using their list of spelling words.

Spelling Words found on page 81G of Teacher's Edition, Theme 1: Nature's Fury.

2. I will then review the concept of syllabication with the students by reminding them that a syllable is a word part with just one vowel sound. This is where I will present my pre-assessment on the chalkboard.

3. I will then make a chart on the board with headings VCCV (Vowel-Consonant-Consonant-Vowel), VCV (Vowel-Consonant-Vowel), and CVVC (Consonant-Vowel-Vowel-Consonant). Under each heading I will write two examples to break down into syllables with the class as a group. I will model the first word in each column while explaining my reasoning, and then I will call on individual students by hand raising to come up and draw a slash where they think the second word should be broken.

  • VCCV: cac/tus  and  cam/paign  --> divided between the two consonants
  • VCV: nat/ure  and  flow/er  --> divided after the consonant
  • CVVC: di/a/ry  and  fi/an/ce --> vowels stand for separate sound, word divided into three parts

4. After instruction, I will have the students work in pairs to complete page 28 in their Practice Books.

5. I will regain attention from the class and quickly go over the answers to page 28 of the Practice Book. For example, I will say "The word for #1 is 'position.' Can anybody tell the class how you broke this word into syllables?" And so on through #5.


As a wrap-up activity for this lesson, I will write the word celebrate on the chalkboard and have each student write their name on a piece of paper along with this word broken down into syllables. I will use these papers as exit slips (if the class is transitioning to a different location) or I will collect them to check for any errors.


I will transition from the lesson into assessment period by asking one person in each row to quickly and quietly collect the Practice Books for each student in the row. I will then direct the students to promptly begin working with the peer sitting next to them.

I will transition out of this lesson by going over the answers on page 28 as a group and having them leave their Practice Books open to the activity so as they complete their wrap-up activity I can walk around and make sure all students made corrections. I will then request that the students direct their attention to Mr. W.


Teacher- Poster board with Supercalifragilisticexpialidocious written on it, picture of Mary Poppins, chalkboard and chalk, pre-made vowel-consonant chart for my reference

Student- Practice Book


For students who find this too easy, I will challenge them by choosing words with more than three syllables or I will direct them to think of more examples on their own.

For students who find this too hard, I will direct them to focus on words with one syllable and spend extra time finding the consonant-vowel patterns. I will also strongly encourage collaboration with a partner during the assessment period.


I will not use technology in this lesson.

SECTION FOUR: Lesson analysis

Overall I was very happy with how the lesson went! I felt confident while in front of the class and received positive feedback from my mentor teacher. His comments included:  

  • Great opening
  • Flexible--changed plan with chart as you realized students understood.
  • Showed them that words don't always have a pattern.

I did not see many confused student faces and they seemed to enjoy the lesson as well.


I did not exactly plan for having additional examples on-hand so I ended up creating some off the top of my head. This actually worked out nicely because I demonstrated an exception to the 'rule' that I was teaching. I realize that having an engaging hook is an important aspect of a plan as well.


I was able to alter my plan as needed while keeping the flow of the lesson going. For example, the students showed so much interest in being able to spell Supercalifragilisticexpialidocious that I adjusted my hook to involve them more; I had them take a minute to try and spell it on a scrap piece of paper. I also adjusted my lesson by realizing that the students understood the content quite well so instead of me modeling one of the examples in each column, I had a student do it 5 out of 6 times. I could have incorporated more instances of formative assessment throughout my lesson, such as asking my planned questions. However, I did walk around the entire time during Practice Book time!


I can tell that the students understood my lesson on syllabication and vowel-consonant patterns because there was a very high level of participation and high accuracy when demonstrating/sharing answers on the chalkboard. I also know the students learned because we shared the correct answers to Practice Book page 28 as a class and the pages were later collected to check for accuracy.


In an effort to be more effective with this particular class of students in the future, I will pay more attention to timing. A spelling lesson normally does not take ~35 minutes in this class. A bulk of the time was spent during the Practice Book activity, so possibly next time I can do one or two with the class so as to shorten the assignment and eliminate later confusion/questions.

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