DIY SHOP SYLLABLES ROOM TRANSFORMATION

$3.00

DIY SHOP SYLLABLES ROOM TRANSFORMATION

Transform your classroom into a workshop while you study syllables! Based on the Science of Reading, your learners will take a deeper study into the types of syllables and how to identify syllables in age appropriate words.

This resource includes:

-A lesson guide for teachers

-The lesson includes five tasks:

Paint: Use the included powerpoint and handout. Have students use red and blue paint or markers to mark the vowels and consonants.

Measure: Use a ruler to ‘measure’ each word. Mark a ‘v’ or ‘c’ under each letter.

Mark: Mark each word based on the phonetic pattern.

Saw: Saw each word into syllables.

Drill: Determine the type of syllable and ‘drill’ it above the word.

-Powerpoint slides to guide your lesson

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

CCSSRF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSSRF.2.3c

Decode regularly spelled two-syllable words with long vowels.

Texas Essential of Knowledge and Skills

TEKSLA.2.2.B.iii

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

TEKSLA.2.2.B.v

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;

TEKSLA.2.2.C.i

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply spelling knowledge by: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

TEKSLA.2.2.C.v

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply spelling knowledge by: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word