INTERVENTION STRATEGY:
INTERVENTION STRATEGY:
Flexing Syllables for Multisyllabic Words
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|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. |
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|Doc u ment |
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|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 |
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