D4: Compound Words, Part 2
1. Overview
Hear a two-syllable compound word and identify the first syllable, but without picture clues. Dividing a compound word into individual syllables is called analysis. It is easier for a child to identify the first part of a two-syllable word, so we will start with games that drop the second syllable and identify only the first syllable.
“Say starfish, but take away fish…”
2. Materials
↑ Top3. Activity
Video: How to play Compound Words, Part 2
To start the game, you will say a two-syllable compound word from the provided word list. Then ask your child to tell you only the first part of the word. There are no picture clues in this version of the game, so he will have to work harder to remember the word, divide it into parts, and say only the part you ask him for.
Adult: I’m going to tell you a word, and you will tell me only the first part of the word I say. Let’s try one. Here’s the word. Listen: starfish. Say starfish. Child: Starfish. Adult: Now say starfish, but don’t say fish. Child: Um… Adult: Listen: starfish. Star…fish. Star…fish. Say star…fish without fish. What word? Child: Star! Adult: That’s right.Go through the other words in the word list until your child stops paying attention. You can continue the activity at your next session. NOTE: Be careful not to add an extra “the” to your instructions, as in: “Say starfish without the fish.” The extra word will just confuse your child. Use hand gestures to help your child better understand the activity. Facing the child, extend your two fists in front of you touching each other as you say the compound word. Then put the fist of your LEFT hand behind you when you tell him to omit the last word of the compound word you say. ↑ Top
4. Confidence Builder
Use the picture cards from Compound Words Part 1. Hold up the picture card and ask the question (e.g., “What’s starfish without fish?”) Then remove the card and repeat the question. The child should answer without looking at the picture. ↑ Top5. Extension
With this extended word list, you can challenge your child with some more words before moving on to the next activity or have a longer word list to use with a group of children. ↑ Top6. Small Groups (2-5 children)
Lesson Objective: With no visual aids, children will hear a spoken two-syllable compound word, delete the last syllable, and say only the first syllable of the word. GELDS (Georgia Early Learning & Development Standards): CLL6.4e Georgia Standards of Excellence: ELAGSEKRF2.b Common Core State Standards: CCSS.ELA-LITERACY.RF.K.2.B Adaptation: Read the main activity, watch the video, and follow the instructions above, with the following changes: Say a compound word, and have children respond by repeating the word while whispering the last syllable. Have the children do this multiple times, whispering the last syllable more and more softly until their whispers can’t be heard and only the first syllable of the word is audible. Use the picture cards to keep children focused on the word that does not disappear. Give each child several opportunities for responses. Reinforcement: Have children hold their fists in front of them, side by side, to represent the two parts of the spoken compound word. Have them repeat the compound word. Then have them put the fist that represents the last part of the compound word (their right fist, because we read from left to right) behind their backs and say only the word represented by their remaining (left) fist. Encourage children to think of other compound words: “Look around the classroom. Do you see any compound words?” Possible answers: bookcase, airplane, bathroom, whiteboard, bookworm. Use this Reinforcement at Home form to tell parents and guardians how they can reinforce lessons outside the classroom. ↑ TopLeave a Reply
One Response to “D4: Compound Words, Part 2”
Carmen Lowe
Thanks! This lesson was great.