Standard 2: Reading Foundations

Students will develop foundational skills for future reading success by working with sounds, letters, and text.

PHONOLOGICAL AWARENESS: Phonological awareness is the ability to recognize, think about, and manipulate sounds in spoken language without using text. 

Student Actions 

Teacher Actions 

• Students will participate in syllable manipulation activities:

• Counting syllables (pen-cil 2)

• Blending syllables (cray+on=crayon)

• Segmenting syllables (window= win+dow)

• Deleting syllables (carpet-car = pet)

• Teachers explain that syllables are word parts that can be identified by one opening of the mouth.

• Teachers models holding hand beneath chin while saying a word.

• Teachers provide opportunities for students to practice syllable identification.

• Teachers model using manipulatives, or motions to count syllables.

• Teachers provide opportunities for students to count syllables of given words using manipulatives or motions.  

• Teachers create opportunities to practice blending and segmenting syllables by:

• Stating words for students to segment while clapping or tapping syllables.

• Saying words separated into syllables for students to blend into a word.

• Using children’s names, vocabulary from texts, content areas, or themes. 

• Cutting pictures into pieces showing the number of syllables for words, work with syllable puzzles in whole or small groups, then move to centers. Example:  cut a picture of an alligator into four pieces, show the students how to put the puzzle together, say the word, then take the puzzle apart, saying a syllable for each piece.

• Teachers model syllable deletion beginning with two syllable words, using blocks, fists, squares, etc, to represent syllables.  Begin with first syllable deletion, then move to second when students master first.  Example:  "Using a block to represent each syllable, say a two syllable word, touch each block while saying the word.  Remove the block that represents the first syllable then touch the second block."  “Monkey - without  mon is key.”

• Teachers provide opportunities for students to participate in syllable deletion activities using manipulatives, as needed.  

• Teachers monitor and provide feedback as needed to assure students have a good understanding of syllable counting and manipulation.

Supporting Resources 

Teacher Insights 

Florida Center for Reading Research:  Syllable Activities (PDF)

TPRI:  Syllable Elision with Pictures (PDF)

TPRI:  Counting Syllables (PDF)

TPRI:  Segmenting Syllables with Pictures (PDF)

Reading Rockets:  Syllable Games (webpage/video)

• A syllable is a unit of pronunciation that is organized around a vowel sound; it may or may not have consonants before or after the vowel.

• A syllable is spoken with one opening of the mouth.

• Syllables can be identified or counted by placing hand beneath the chin, then counting the number of times your chin touches your hand.

• Syllables can also be identified by holding the lips together, i.e., “duck lips”, while saying a multisyllabic word.  Each syllable will make a vocalization.

• Manipulatives, such as blocks, counters, play-doh balls, can be used to model blending, segmenting, or syllable deletion.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.