INTERVENTION STRATEGY:



INTERVENTION STRATEGY:

Flexing Syllables for Multisyllabic Words

| |

|Brief Description: This phonics intervention helps students move from single to multisyllabic words. It is for students who have |

|This intervention can be used when students have adequately learned to spell short consonant-vowel-consonant (CVC) words. It’s |

|okay if they have some difficulty attempting multisyllabic words. This technique will help students get over their hesitation |

|using syllable boards and a technique called “flexing” the syllable. These cards will be used to “flex” vowels until a word is |

|pronounced correctly. syllable board is preferable to paper pencil because sometimes students are hesitant to erase their work |

|Materials Needed: Syllable boards (which are created by cutting erasable whiteboards to the size of 3 x 5 inch cards), different |

|colors of dry erase markers, whiteboard eraser |

|Implementation: A teacher or paraprofessional can implement this strategy with whole group, small group, or individuals. |

| |

|The teacher should make sure to have a supply of syllable boards on hand, giving 3 or 4 to each participant. |

|The teacher writes a multisyllabic word on her syllable board. |

|After the word is written, the teacher asks the students some questions about it, such as how many vowels there are, whether or not|

|the vowels are together, whether or not there is a silent e, and how many syllables are in it. |

|The teacher then asks each person to write the word on syllable boards, one syllable per board. |

|Each student is asked to pronounce the word. |

|If the word does not sound right, the teacher assists students in correcting it by directing them to “flex” the syllable by moving |

|some letters from one board to the next, thus changing the syllables. |

|The student is again asked to read the word. |

| |

|Here is an example: |

|First the teacher write “document” on the board. |

|Teacher: “How may vowels are there in the word?” |

|Student: “3!” |

|Teacher: “Are they together or apart?” |

|Student: “Apart!” |

|Teacher: “Do you see a silent e?” |

|Student: “No” |

|Teacher: “Okay, good job. How many syllables are there in the word?” |

|Student: “3!” |

|Teacher: “Okay, now please write them on the syllable boards.” |

| |

|The student then writes each syllable on a different syllable board. |

| |

|Do cu ment |

| |

|The student is then asked to pronounce the word. If the student has been taught the correct rules for syllable division, the “do” |

|would be pronounced with a long “o” because it is an open syllable. However, when saying the word, the student should notice that |

|it does not make sense. |

| |

|The teacher, together with the student, “flexes” the syllable. This is done by erasing the “c” from the second syllable board and |

|writing it on the first syllable board. This time the syllable boards will look like this. |

| |

|Doc u ment |

| |

|Then, the teacher asks the student to read the word. This time, the word should sound correct because the first syllable is now |

|closed and produce a short vowel. |

|Schedule for implementation: 20 minutes a day, three days a week or five times per week 10-15 minutes each time. This may be |

|varied with other phonics strategies during the intervention period in order to keep up interest. |

|Variations: n/a |

|Research Summary & References: The following books and references may be consulted to learn the essentials and variations of this |

|strategy: |

| |

|Hall, S.E. (2006). I’ve DIBEL’d, Now What? Designing Interventions with DIBELS Data. Boston, MA. Sopris West. |

|Tool/Attachments: n/a |

-----------------------

◄Back to Table of Contents

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download