Syllables

Concentration
It occurred to me one night, that we tend to clap out syllables with our students.  However, some have difficulty understanding the 'word parts' when we begin our introduction and clap willy-nilly and some can't clap and count at the same time to remember how many sayllables.                    
I remembered an old camp clapping game called "Concentration."
We would begin with slapping our legs with the first syllable.
Con (slap thighs) -cen (clap hands together) -tra (snap fingers with right hand) -tion (snap fingers with left hand)
Then repeat the sequence as we said:
Con-cen-tra-tion
Keep in rhy-thm
All in rhy-thm
con-cen-tra-tion
Now be-gins (ok, just hold both hands out palms up without snapping.)
 (If children can't snap yet, then just flick hand up )
Teacher says a word   
Students repeat word parts (syllables) beginning with slapping thighs, hands and right, left hands.  This will work with words up to 4 syllables.
Some how these different body movements helps students remember the 'how many' count easier. 
Once children get the hang of syllables and counting, then just clapping the word parts is ok.

Counting with fingers
Sometimes I have the students use their counting fingers to
tell how many syllables in selected word. 

Syllables verses phonemes 
I learned just don't do them at the same time.  Begin with syllables and practice, practice, practice.  There are oodles of  resources for pictures, envelope games and group activities available.  
Some children get confused when moving to word phoneme segmenting. So just make sure you've practiced the idea of syllables until they can do it.  
Explain that phoneme segmenting will be used for reading and writing big words from their word parts/syllables. 

Nursery Rhymes
Recite nursery rhymes by speaking in a rhythm can also help children with saying word parts.  I sway side-to-side while reciting a rhyme.  
You can put one elbow in the other hand in front of your body and move your hand as a metronome while repeating rhymes to emphasize the rhythm of syllables.

If you have a student who is rhythm challenged, try having them walk (stomp) to step count the syllables.  Making larger movements may help them.  
Walk on a numberline beginning off the numberline each time.  
 

 The more they practice (right),

the better they will get!