Restaurant Integrated Unit- Darcie Pike-Wilkie
Lesson 16
Lesson Title/Activity
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Syllable Burgers
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Curriculum Strand
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Early Literacy/ Phonological Awareness
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Outcome/Objective
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Early Literacy/ Phonological Awareness 2.2- Begins to segment and blend words into syllables
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Rationale
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To determine if the children can independently segment words into syllables and identify how many syllables are in a spoken word
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Question
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How many syllables are in a spoken word?
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Assessment Methods
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Anecdotal notes on attached assessment sheet *** (Developing skills for next PAST assessment in January)
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Differentiated Instruction
Accommodations/Modifications
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Have counters available for children who may need a visual as they count the syllables
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Resources/Materials
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Pictures of food items, styrofoam hamburger trays, picture of hamburgers with one patty, two patties, and three patties, counters, numbers 1,2,3, assessment sheet, pencil
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Sequence of Activities
Procedure,
Instructional Practices, Groupings,
Student Engagement
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Children will be asked to choose a styrofoam hamburger container, which has a picture of a food item inside. After identifying the food item, the children will determine how many syllables are in that word and will then place the card in the hamburger tray that depicts hamburgers with the appropriate numbers on it. (the number one tray will have a have a hamburger with one patty on it, the number two hamburger will have two patties, and the number three will have three patties)
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Reflection
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As I started to lay out the materials for the game, I quickly realized that I could not place all the styrofoam hamburger trays out at once or the table would be too busy and that it could affect the time it took for the children to play the game. I placed a few trays out in front of each child as it was their turn to play the game. This still offered them a choice and added to the fun of the game. I began the game by trying to tie in our previous learning about syllables, so I offered each child their own name to place in the correct tray based on the number of syllables. The children felt successful at this stage and were ready to continue with the game. Perhaps the most challenging issue with this game was the one syllable words. Some of the children tended to drag the word out into two syllables. For example, they would say “pi-ie” instead of pie. I would ask the children if that is how they would say the word if they were ordering it at a restaurant (and I would repeat how they had said it) and then they typically retried and were successful. The game proved to be difficult to the children with severe speech delays as some words were difficult to say- for example lasagne. I modelled how to say it correctly, helped the children say the word as clearly as possible, and guided them with clapping the syllables. I had counters available for the children to use should they need them to help with counting the syllables. Some children did use the counters, sliding them forward as they broke the word apart. I found it interesting that one child placed the counters in front of himself, broke the word apart as he visually scanned the counters, yet did not move the counters at all. I was glad I had thought of the counters as a means of differentiating instruction. (I did however remove the counters discreetly after each turn and slid them back over near me- they were available, but not necessary, for the game) This game was designed to have the children break words into syllables based on the spoken word, so it was perfectly acceptable to allow a child to say meatballs instead of spaghetti as I had originally intended. I found it amusing that as we were playing, one little girl said, “I hope I find chicken nuggets”…which she did not find because it was not in any trays…I decided to extend our lesson a little by asking her where the picture of chicken nuggets would go if she had have found it. She quickly told me we would need another tray with four hamburger patties on it…J Some incidental learning occurred as well through playing this game the way that we did- opening the trays helped develop fine-motor skills. Some children found it challenging to open and took several attempts to open.
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Syllable Burger Assessment Date_______________________
I-Independent D- Developing N/A- Needs Assistance
Child’s Name
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Turn one
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Turn two
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Turn Three
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