Syllable Stomp Game

Learning Outcomes

• Children will orally identify and count syllables in spoken words.
• Children will recognise and produce initial letter sounds.
• Children will discriminate syllable chunks to develop phonological awareness as per Western Australian Kindergarten Curriculum Guidelines.
• Children will engage in active play to build foundational literacy skills.

This aligns with the WA Kindergarten English learning outcomes:

• Oral language and early phonological awareness: Identify and produce sounds in spoken language (Outcome 1: Language)
• Phonological awareness: Segment words into syllables and play with sounds in words (substantiated in curriculum focus on phonemic and phonological awareness appropriate for Kindergarten age).

Learning Intention

Today, we are learning to listen for syllables in words and stomp out the syllables we hear. We will also practise the sounds that letters make.

Learning Provocation

Invite children outside or into a spacious area indoors where they can freely move. Show large colourful letter cards and pictures of familiar objects (e.g., “cat”, “banana”, “book”). Begin by saying a word aloud, clapping the syllables, and demonstrating how to stomp for each syllable (e.g., “ba-na-na” = 3 stomps).

Ask the children: “How many stomps do you hear in ‘elephant’?” and “What sound do you hear at the start of ‘dog’?” This draws their curiosity and sets the stage for the game.

Teaching Strategy

• Use multi-sensory learning by combining listening, speaking, movement, and visual aids.
• Encourage peer interaction so children learn collaboratively through play.
• Incorporate flexible positioning, allowing children to engage indoors or outdoors, supporting the idea of environment as the third teacher.
• Support non-verbal children using visual, tactile and modelling strategies during the activity (e.g., guiding hand stomps and using pictures).
• Maintain a playful, supportive tone to enable engagement for all children with different developmental needs.

Teaching Instruction

1. Explain that words have parts called syllables that we can hear and stomp.
2. Show big letter cards and pictures of familiar things.
3. Say a word slowly and stomp once for each syllable.
4. Ask children to stomp the syllables with you.
5. Say simple words and have children stomp the syllables.
6. Praise children for trying and joining in.
7. Help children by showing pictures or stomping with them if needed.
8. Repeat with different words to make it fun and active.

Introduction (5 minutes)

• Gather children in a circle.
• Model syllable stomping with simple words first, saying the word slowly and stomping on each syllable.
• Demonstrate listening for the first letter sound, then group children by initial sound to increase phonemic awareness.

Main Activity: Syllable Stomp Game (20 minutes)

• Say simple, familiar words like animals or objects.
• Children stand and stomp once for each syllable.
• Use lots of encouragement and smiles.
• Help children who need it by stomping together or showing pictures.
• Keep the activity fun and active with plenty of movement.

Closing (5 minutes)

• Gather the children back in a seated circle.
• Ask some children to volunteer to say a word and lead the stomping group.
• Reinforce the learning intention by summarising: “Today we listened carefully and stomped the parts of words — the syllables! We practised hearing sounds.”

Assessment for Learning

• Observe children during the stomping activity to see if they can:
• Correctly stomp the number of syllables in words.
• Identify initial letter sounds when prompted.
• Use formative assessment notes to identify who may need extra support with phonological awareness or speech sounds.
• Informally record any children who demonstrate advanced ability or need further phonemic awareness support.
• For non-verbal children, assess engagement and response to visual and physical prompts.

This lesson directly addresses phonological awareness and oral language outcomes in the WA Kindergarten Curriculum, fostering the essential literacy skills of syllabification and initial sound recognition in a playful environment. It also supports diverse learner needs and maximises the learning environment through both indoor and outdoor flexible opportunities.