CCSS Reading Foundational Skills {Syllable Counting & ID}

To teach syllable counting and identification (Common Core State Standard RF.K.2b), start with some fun whole group songs using student names. Both the “Name Song” and “Super Duper 1, 2, 3” will model how to segment syllables. The “Name Song” is sung to the tune of BINGO. Choose a child (I like to pick sticks for fairness), and then add their name into the song. After singing “Super Duper 1, 2, 3” whole group and counting syllables together, you can have each student try counting the syllables in their name independently. 

Another activity to practice segmenting syllables is with a “Syllable Bar Graph” sort. Using a pocket chart, picture cards {included}, and number cards {included} (1-4), model how to segment and count syllables. After counting the syllables, place the card on top of the corresponding number. This activity can be done whole group, and eventually placed into a center activity. 

Finally, practice segmenting syllables using Skittles!! Each student will need a “Skittle Scoot” board {included} and Skittles. The teacher will say a word (or student name) out loud. Students will segment the word and scoot the corresponding number of Skittles in the boxes. 

To practice blending syllables, the teacher can choose a picture card. The teacher says the word, pausing between syllables. Students will say how many syllables they heard and then say the word. For example, the teacher chooses the card “spider”. Teacher says, “spi-der”. The students respond, “2, spider.” After plenty of whole group modeling and practice, this activity can also be placed into a center activity. 


For more activities, The Florida Center for Reading Research (FCRR) provides free classroom materials that are immediately useful in implementing independent student center activities. For specific activities that related to phonological awareness, check out book one. Clipart by Lettering Delights.