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|Reading Lesson: Syllable Patterns |Grade Level: 3 |

|Lesson Summary: [Core. Lang. 2.f and Read. Foundation 3.c] Students learn to use syllable patterns by decoding, dividing into syllables, and |

|reading multi-syllable words. Advanced students explore syllable division and pronunciation with nonsense words. Struggling students sort |

|words according to syllables patterns. |

|Lesson Objectives: |

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|The students will know that… |

|open syllables end in vowels and closed syllables end in consonants. |

|closed syllables have short vowel sounds. |

|open syllables have long vowel sounds. |

|any single syllable word, with a silent final “e,” will have long vowel sounds. |

|two syllable words with an open first syllable, have long vowels in that syllable. |

|syllable patterns give clues to pronunciation and spelling. |

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|The students will be able to… |

|identify syllable patterns in multi-syllable words. |

|make use of syllable patterns to decode and read multi-syllable words. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Tell students that they will be learning to use syllable patterns to decode and read multi-syllable words. Display the |

|pre-assessment chart*, and have each student read a word from the chart. Take note of students who have difficulty reading words with the |

|correct vowel sounds. |

|Whole-Class Instruction |

|Materials Needed: |

|pre-assessment PowerPoint*; syllable patterns PowerPoint*; guided practice word list*; On Your Own master*; dictionaries; paper and pencils. |

|Procedure: |

|Presentation |

|Pass out the Syllable Patterns PowerPoint*, and explain that syllable patterns give clues to pronunciation and spelling. |

|Display the pre-assessment PowerPoint*, and explain syllable patterns. |

|Encourage students to check pronunciations when they are uncertain. Tell them that some patterns have many exceptions. |

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|Guided Practice |

|Write words from the guided practice word list*. Call on students to use the syllable patterns to divide the words into syllables and read the|

|words. |

|Discuss uncertain pronunciations, and have students use dictionaries to check pronunciation. Point out exceptions to the patterns. |

|Take note of students who need assistance with syllable patterns and pronouncing words correctly. |

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|Independent Practice |

|Give each student an On Your Own worksheet*. Explain the directions, and have students complete the worksheet with a partner. |

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|Closing Activity |

|Have each student read a word from the pre-assessment chart list* and tell if the first vowel is long or short. Take note of students who have|

|difficulty pronouncing words and identifying long and short vowels. |

|Advanced Learner |

|Materials Needed: |

|“Jabberwocky*” |

|Procedure: |

|Have students work together in groups using the syllable patterns to read the nonsense words from the poem “Jabberwocky*.” |

|Encourage students to discuss the pronunciation of the words and give reasons for choosing specific pronunciations. |

|Struggling Learner |

|Materials Needed: |

|Show What You Know! worksheet* for each student |

|Procedure: |

|Give each student a Show What You Know! worksheet*. Explain the directions, and have students complete the worksheet independently. Give extra|

|guidance to students as needed. |

*see supplemental resources

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