What it is. Syllable chunking works on any long word.
Why our test works. Spiral return of lesson 13. By now the clapping should be silent and internal; a child still clapping aloud is the diagnosis.
Leans on. Lesson 13.
Watch for. Watch who no longer needs to clap. That group is ready for three-syllable words.
Write what you hear: two-syllable words. The worked example is the one you build on the board: Teacher says each item once at speaking pace, then again slowly. Clap the syllables, write The class reads the teaching page printed at the top of the sheet — our own writing, so a child who was absent can still get the lesson.
You open by saying where this sits — what it follows and what it is part of — in one sentence, and then you give them the reason it matters, in your own words, for about ten seconds.
Then you do one yourself, building it on the board and leaving it up: Teacher says each item once at speaking pace, then again slowly. Clap the syllables, write one chunk at a time. The first is modeled on the board, sound by sound, nothing erased. The board copy is what they look back at when they stall, so it stays there for the whole lesson.
The We-do is the main whiteboard moment of the lesson — short answers, boards up on your signal, every child visible at once. Class writes one item together, then checks it against the board letter by letter before the next is given. If the answer is a whole sentence rather than a word, take it on the printed sheet instead, because a sentence written on a whiteboard is written once and destroyed.
They read the teaching page — printed at the top of today's sheet — with you, either read-aloud or FASE, never round robin. Stop at the worked example and let them look at it.
Exit directions in full, standing still, before anyone moves. Then they work alone: Write each item the teacher says: rabbit, garden, winter, basket. Check every one against the board.
You close on the exit direction — Point to the one you had to fix. — taken from every child before anyone stands, and then the line you want them to still have tomorrow: Chunk it, then write it.
Watch who no longer needs to clap. That group is ready for three-syllable words.