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I would tell explain to the child that a syllable is a word's beat. I would give the child some examples! I would say that some words only have one beat like dog. Some word have more beats, like ba-na-na. To explain banana, I would use the clapping method. I would say the word slowly and clap each time my chin would drop or if my mouth opens to say a vowel sound. Overall, I would explain each action before so the child would understand. Then I would give them a word to try out.

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The strategies I was taught growing up was the clapping method and the chin drop method. For the clapping method, you would say the word slowly and clap each beat. For example rain-bow is two claps so that would mean this word has 2 syllables. For the chin drop method, I was taught to place my hand under my chin and feel for how many times my chin drops when saying a word. A good example would be ap-ple. For apple, my chin dropped twice, so it has two syllables.

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I would explain that a syllable is like a beat in a word. I would give multiple examples of words like cat, apple, and watermelon. Each of the words have a different number of syllables, and I would clap each syllable or beat in the words. Once I modeled clapping the syllables in words, I would have the students practice clapping the syllables in words.

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I would explain that a syllable is like a beat in a word. I would give multiple examples of words like cat, apple, and watermelon. Each of the words have a different number of syllables, and I would clap each syllable or beat in the words. Once I modeled clapping the syllables in words, I would have the students practice clapping the syllables in words.

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A strategy to use for helping students recognize syllables in a word is to clap each time you hear a beat. The teacher would model how to clap each beat you hear in a word, then the students could try on their own.

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A strategy to use for helping students recognize syllables in a word is to clap each time you hear a beat. The teacher would model how to clap each beat you hear in a word, then the students could try on their own.

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I will begin by explaining my students that a syllable is a word that contains a beat in it. It can either be part of a word, or the whole word itself. I would demonstrate it by clapping out different words and having my students repeat after me. As they are clapping I will have them listen carefully and determine the number of times they had had to clap for that certain word. I consider showing my students how to practice first before having it do it themselves.

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For syllables, you can compare this as the beat in a word. If we use a word such as pineapple, you can get your students to clap it out so it splits- pin-app-le. When students clap, they get the hands-on experience of practicing the words. Clapping allows them to break it apart so they can better understand where the split happens in the word.

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There are two strategies that we teach to our kindergarten students. The first one is clapping and the second one is watching our chin's drop. Students place their hand underneath their chin and say the word such as "firefighter." Their chin should drop four times which equals the amount of syllables in the word.

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A strategy I grew up using and something I would incorporate when I'm working with syllables is the clapping method. I will start off by saying the word and then I'll demonstrate the syllables by clapping it out. While the students are watching and listen closely to how many times I clapped. Then I'll Have them repeat after me.

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I would relate syllables to beats. The concepts of beats in a song are relatable and usually easy to identify. I would explain that syllables are the beats that make up a word and then use examples to drive my point home. For instance, I would use the word elephant and say the word, say the word slowly, highlighting the syllables, and then repeat the syllables while using corresponding claps.

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Two strategies I used to teach syllables to my kindergarten class were clapping and chopping. Clapping is the easiest to use because clapping corresponds with music, and syllables are like beats. For each syllable, students clap to highlight the pronunciation. Chopping is similar, but you chop from left to right, corresponding with the syllables you say. After my students chopped up the word in the air, showing separation of the word, they would move their two hands in a fast and sleek motion from left to right while saying the word all together. This highlights the syllables and how they come together.

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I would explain a syllable to a child by defining it as a little beat or clap in a word. I would then explain that when we say words slowly we can clap for each part we hear. I would demonstrate this with the word blueberry. For example, blue - ber - ry and clap out the sounds or syllables. I would next point out that I clapped three times or three parts of the word. Therefore, blueberry has three syllables.

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I would have my students try out the clapping method on their own with a new word. I could also have them stomp them out or tap them out if it would be more helpful to keep count of the syllables. Lastly, the chin drop method may help some students. They will place their hand under their chin and each time their chin drops when saying a word slowly - that's a syllable.

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Syllables are parts of a word that are commonly referred to as the beat of a word. This is best explain by using a strategy such as clapping. For example, lets take the word banana. To clap out the syllables in the word banana we would clap for each syllable ba-na-na. I would proactive with students and then allow them to practice with a partner.

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As many have said, the easiest way to teach students about syllables is by clapping. This is my favorite technique because of the simple yet effective nature of it. I also like the stomping technique where students stomp out each syllable (alternating feet for each stomp/syllable). This technique is great for getting students up and moving.

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I will explain what a syllable is to a student by showing examples of me splitting the rods into syllables by clapping. I will then explain a syllable by where it sounds like it can break. For example, the word popping makes two separate sounds that are very clear. I will explain that this is where you can find the syllables.

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The first strategies I would use is the chin drop method that was in the powerpoint. The students will place their hand below their chin and feel when it lowers, and that is when there is another syllable. The second strategy is the basic clapping strategy. I would teach the students how to clap out the syllables.

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I would tell the child that a syllable is kind of like a beat or a clap in a word. Whenever you hear a vowel sound like (a,e,i,o,u) we clap one syllable. I would demonstrate to the students how we do it by using a word and clapping the syllable beat.

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Some strategies for helping students recognize syllables in a word is having the students clap whenever they hear a syllable when saying the word. The clapping method is the way I learned and to me the most helpful. The students will clap whenever they hear a vowel sound and practice doing that for a certain amount of words together and then they will try independently.

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To a student I would explain that syllables are like a beat in a word. Every time you hear a vowel sound it is one syllable. Words can have one beat or more. Then I would demonstrate syllables in words by clapping it out. I would say a word and clap out the syllables. For example, for the cat I would clap once. In addition, for the word rabbit, I would clap twice (rab-bit).

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One strategy that I have seen help students recognize syllables in a word is the clap it out method. Students would clap once for each syllable as they slowly say the word. For example, banana would be three syllables (ba-na-na). Another strategy is the chin drop trick. The students would place a hand under their chin while saying a word slowly. Every time their chin drops would be one syllable.

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I would explain syllables to a child, something like this:

A syllable is like a beat in a word, just like there are beats in a song. When we say a word, our mouths open for every syllable . So, every time our mouth opens to make a big sound, that’s one syllable. For example, my name is Emma, watch my mouth open 2 times when I say the name slowly, "Em-ma", so my name has 2 syllables. We can also clap the beats to help us. For example, “cat” has one clap, so it’s one syllable. “Ba-na-na” has three claps, so it has three syllables. Words are like songs with little beats inside them!

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A fun way to help kids hear syllables is by clapping the beats in a word. For example, if we say “apple,” we clap two times: ap-ple. If we say “butterfly,” we clap three times: but-ter-fly. Another easy trick is the chin drop method. Kids put their hand under their chin and say a word slowly. Every time their chin drops, that’s one syllable. These two ways make it easier for kids to hear and feel the syllables in a word.

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In order to explain what a syllable is to a child, I would simply tell them that syllables are the different sounds in words. I would also explain that typically syllables fall in natural breaks of words - I would proceed to give examples of words that I can break down into individual syllables with claps. For example, I would give the student the word water and explain that the can be broken down into two syllables: wa and ter. Next, I would give the example watermelon which can be broken down into wa- , ter-, mel-, on-. For each syllable I will be sure to clap so that the child can hear the distinctions in each syllable. I would let the child try a couple examples such as cookie, muffin, and neighborhood for a challenge.

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Strategies that are great for helping students recognize syllables in a word is clapping during each syllable to make the distinction more prominent. Another fun strategy is the humming method - ask students to hum the word. Typically where there is a short break in the hum, a new syllable is there! For example, try humming the word watermelon. It sounds like four little beats, which reveals that there are four syllables to the word.

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I would explain to a child that a syllable is a beat in a word like beat that’s in songs. I would play a song for them and have them clap to the beat of the song. After I would go over that week’s vocabulary list by having them clap every syllable in the word. I would keep reminding them that it’s like clapping to the beat in the song we just heard.

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Some strategies I would use to teach syllables to students are clapping, Word, stretching, chomping ( using your index and thumb) and stomping. For example in the word CAT i would have them stomp to C-A-T to break each syllable up.

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To a child, I would explain that syllables are "word parts". They should think of them like puzzle pieces. Explain that just like how puzzles are made up of pieces so is our words! I would write the world elephant on a piece of paper and cut it up by syllables el-e-phant. Then, we would put it back together like our own little word puzzle.

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There are tons of strategies for helping students recognize the syllables in a word. When I was little, I learned the "clapping it out" method, where you say the word and clap at each syllable. Also, I learned the "chin dropping" method, where you say the word and every time your chin drops there is a syllable.

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I would explain to the students that a syllable is the beat that we hear in a word. For example "can" only has one syllable, but "donkey" has two.

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Some strategies that I would try is the clapping method where they sound the word out and clap each so they know how many there are.

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I would explain to a child that a syllable is the chunks of a word. Syllables are the parts of the word that are broken up into beat like sounds. For each syllable we can clap the sounds to piece together the whole word. I would explain that the amount of times we clap, that is how many syllables the word has.

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A strategy that I would use to help teach the students what syllables are is to use the clapping method. Each syllable gets a clap and then one clap for the word as a whole. For example, the word bookshelf-- one clap for book, one clap for shelf, and then clap once to put it together, bookshelf. We used this method when I was in school and I found it helpful to remember to count and clap for each syllable of the word.

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I would explain a syllable to a child as a way of chopping up the sounds so we can hear them. Then, we would provide examples together. Such as, asking them to count the "chops" or syllables that I say and have them do it themselves. After I will have them do it individually or partner up and have them choose words for one another so say the syllable. This will help them understand what a syllable is.

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Strategies I would try to help students recognize the syllables in a word would be to have the students partner up with one another and try giving each other words and they can count up syllables. Also, the students can have candies and or snacks and they say the word and count out the syllables and use their candies. Overall, I feel these strategies would be great for the students to learn their syllables.

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I would explain that if you were to section the word into chunks of sound, each of those chunks are syllables. Like in the word "turkey" you say "tur-key" which is two syllables. I would further demonstrate this by clapping out the syllables for the student so that they can better hear what the two chunks are. Then I would give them a word to clap with me and ask them how many syllables are in that word.

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The clapping method where you say the word and clap for each syllable. Ie; monopoly- mo-clap-no-clap-po-clap-ly-clap.

There is also the chin-drop method where you place your index finger on your chin, and emphasize the dropping of your chin when you say each syllable so that the student can see each syllable clearly.

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I would explain to a students that a syllable is like a beat in a word because of vowel sounds. I would give some example and clap it out. I would also have the student clap some out to help them understand it better.

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The clapping method is how I learned. I like it because it integrates music into the classroom because students are clapping the “beats” in a word. It is a good method that can be helpful to students.

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I would explain it in a simple, hands-on way by saying that a syllable is like a beat in a word. Every time you hear your mouth open to make a vowel sound (like a, e, i, o, u), that’s one syllable. I would make it fun and hands-on by clapping my hands or tap the table while saying a word. For example:

“cat” - one clap - 1 syllable

“ap-ple” - two claps - 2 syllables

“el-e-phant” - three claps - 3 syllables

Then, I would give them a list of words to try out on their own while I check for understanding.

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I would teach students a clapping strategy to help them recognize the syllables in a word. I would begin by saying the word slowly and then clap every time you hear a vowel sound or a 'beat.' After clapping the word, we would count how many times we clapped and explain that the number of claps is the number of syllables. We would then pick another word and do it together and then the student would practice a word independently.

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In order to provide the student with the proper learning instruction on syllables. I would begin with activating the students prior knowledge with having the identify the vowels in the words and reviewing the vowel sounds. After , I would start by having the students clap out the syllables or using a familiar method that I have seen teachers use, called the chin drop method. Once all students have mastered ,when the chin drops that mean there is a syllable between the word.  

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In order to provide the student with the proper learning instruction on syllables. I would begin with activating the students prior knowledge with having the identify the vowels in the words and reviewing the vowel sounds. After , I would start by having the students clap out the syllables or using a familiar method that I have seen teachers use, called the chin drop method. Once all students have mastered ,when the chin drops that mean there is a syllable between the word.  

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I would explain that a syllable is like the beat in the word. You clap your hands or tap your fingers for each word part. I would then demonstrate this to students and give them time to practice multiple words.

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The strategies I would use are clapping or tapping, and the chin drop because students will be able to see that and I think understand it better. Using the chin drop strategy I would have a student pick a word and hold there hand below their chin and when the chin hits your hand that's a syllable.

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I would explain it as a beat in a word. I would then explain that you clap your hands because of the vowels in the word. Then we would give a couple of examples of short and long words to have a hands on experience. I would then take a step back and let the students show me how many syllables a word has, so that I can look around to see which students understand the concept and which ones might need explanation.

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I would start by explaining how words have beats in them. I would them put the name to the beats for example saying these beats are called syllables. I would also enunciate the words I would practice with to ensure that they are understanding. For further support I would clap my hands to help count the syllables in the words. Finally I would have them try in a whole group setting.

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When I was learning syllables I was taught to clap put the word. This really helped when it came to trying to could how many syllables where in a word. I've heard of the other strategies of tapping your leg which is very similar.

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I would explain that a syllable is one part of a word you hear when you say it out loud. Each time your mouth open to make a sound, that is one syllable. For example, cat has one syllable. We only open our mouth one time. While apple, has two syllables since we open our mouth twice to makes the sounds. Banana has three syllabus we open our mouth for /ba/ theb /na/ and finally /na/ so it has three syllables. I can have them put their hand under their chin to feel the syllables as they say it.

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Some stratagies can include having students place their hand to feel how many times their mouth opens when they say a word out loud. They can also clap, stop, or tap each part of the word to count the syllables.

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A syllable is a like beat that can be heard. Every time you hear a clap in a word, that is considered a syllable. After the students receive a brief explanation, I will show them some examples.

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Some strategies to help students recognize the syllables in a word would be presented in an engaging, hands-on, and fun way. One way would be to clap it out. The students will clap each time they hear a beat in the word. A second would be using visuals. The students would be given cubes, and each cube would represent a syllable. Another strategy would be to tap or stomp. This is an alternative to clapping it out. The students could tap the desk or stomp their feet for each syllable.

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I would tell a child that a syllable is the beat of a whole word or a part of that word. I would explain it like a song has a beat that you can clap along with, and words do too. I would give them examples with multiple words with different amounts of syllables.

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One strategy for recognizing syllables in words is placing your hand underneath your chin and however many times it goes down is how many syllables there are. Another strategy is clapping or stomping for each syllable. For each of these strategies I would model it and then let them practice. I would start with 1-2 syllable words and work up to more.

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When explaining what a syllable is to a child, I would say it is a beat. Im with second graders all year and that is how my mentor and I explained it. For example, some words only have one beat while others have more than one beat. The word teacher has two beats, teach-er. We have the students clap out the syllables of a word also and they enjoy this. For example, for teach-er, you would clap twice.

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Some strategies for helping students recognize the syllables in a word is to clap it out. You clap your hands for each syllable you hear in a word. For example, the word teacher has two beats/syllables. The student would clap twice. Another method ive seen before is the chin drop. Students place their hand under their chin and every time your chin drops, that is one syllable. For the clapping method you can also stomp it out, whatever the child prefers.

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I would explain syllables as beats or parts to a word. We clap and speak them out.

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I would show students the clapping method. You could also ask them to stomp or snap them out. I think it's helpful to get them to move their bodies to keep it interactive.

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The best way I would explain to a child what a syllable is is by telling them that every word has syllables in it. And then I would explain to them that a syllable is a part of a word that has a "beat". I would then demonstrate showing them how to identify a syllable, and then follow along with some examples.

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Some strategies I would show my students when finding syllables in a word is the clap method. This is how I learned syllables growing up, and I think its simple enough that each kid can learn it and figure it out.

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I would explain that syllables are the different parts of the word we say. I would try to connect it to something physical like beats or claps and explain that different words having different numbers of syllables, or parts.

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The biggest strategy I've seen is the chin trick, where you put your hand below your chin and say the word. How ever many times your chin hits your hand is how many syllables are in that word. Also, the clapping trick is very beneficial. Have students clap each part, or syllable, of the words and that's how many are in the word.

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I would explain that a syllable is like each beat of the word. I would demonstrate clapping for each part of the word such as 'ap/ple'.

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The most helpful strategy I learned was clapping each beat. I have used this method most if not all of my academic career. Even when spelling new longer words, I break the word into chunks to decipher the spelling almost as if I was clapping the syllable.