#WesternDLD2 Final Project
by Elaine Kwok
Review
Old concepts are always reviewed prior to the introduction of new concepts.
In this lesson for example, I introduced the concept of syllable in the last lesson and am now reviewing the concept of a syllable.
Tutor asks: What is a syllable?
Child (expected) answers: A syllable is a word, or a word part, with a talking vowel. (Hand signal)
Tutor and Child engage in syllable clapping exercise:
Man, batman
Pop, popcorn
lollipop
Syllable
Tier-2 Adaptation/ Suggestions:
Here is an example of a review activity for the concept of syllable:
The class will engage in a modified “What time is it Mr. Fox game”. The teacher will be Mr. Fox and will respond in a word of varying syllable length. The number of syllables in the word is the number of steps that children are allowed to take in the turn. To make sure all children are on the same page, they can take turns to ask for the time from Mr. Fox and decoding the number of syllables. Once a child decoded the word, the whole class can take the step.
Description
Evidence-based comment
The concepts of vowels, consonants and syllable are introduced early on in the O-G approach. Here is an example of how the concept of syllable was taught to a child using the O-G approach. This phrase was introduced with hand signals (kinesthetic) to again facilitate multisensory learning. I have been able to use hand signals to cue a child on some core phonological awareness concepts.
When I design an activity to revise a concept, I often incorporate multisensory learning. For example, in this activity, the child and tutor will clap the syllables while reading the words aloud. If a child is having difficulties identifying the syllables, the word will be written out for segmentation. The tutor will guide the child in identifying all the vowels in the word