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Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.3.3.C
Decode multisyllable words.

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Know how to divide and decode multisyllabic words.

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Materials:
- Two and three syllable nonsense words
- costume blow up axe
- Popsicle sticks
-  Dry erase boards for each student
- Dry erase markers

Activity:
-To begin the lesson, in a large group, demonstrate the process of breaking words into parts for reading and writing by using the nonsense words we created. (Example: radmuff; foblen)
- Step 1: Write a nonsense word on your white board in large print. (Ex: radmuff) Use a two syllable nonsense word then advance to three and four syllables. With the blow up costume axe, have students come up to help break the word at the white board. Using nonsense words to demonstrate the process in a fun way.
- Step 2:  The teacher will help students find the first vowel in the word and the consonant that follows it. The students will place the chopper (popsicle stick) after the vowel consonant then read the first part of the word together. Then cover the rest of the word and find the next vowel and consonant and read that part together. Then put the parts together. Ask them what a radmuff is? Let them know it is a nonsense word or a silly word.
Step 3: After the nonsense word activity, the teacher will introduce real words for them to try on their own on their white board. After each word, the class will "Word Chop" the word together.
Step 4: After the students have had practice "word chopping" real words, they will be paired off to word chop a group of words with a partner to correct at the end of the lesson.

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Small group mini lessons prior to lesson

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Small group mini lessons prior to lesson

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The mini lessons will be for vowel identification for ELL students before you teach them how to break words into parts. The teacher will also teach the terms vowel and consonant which are extremely important for students to know well to master breaking words.

Visual learning:
Teaching this lesson with the physical aspect of using the popsicle to divide the syllables will aid the students to make physical connections with the concept being taught.

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For reteaching this lesson, the teacher will continue to do mini lessons with small groups according to the students who need to continue practice. The activity will be the same, but with the more individualized instruction, the teacher will be able to scaffold accordingly to the students needs.

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For students with special needs who may need more hands on learning, there will be a more hands on approach with the use of hand symbols done individually or in small groups.

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Decoding closed, open, long vowel silent e, and vowel team syllables

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Students will be informally assessed when they work independently on their white boards during the lesson.