Syllable Types & Division Patterns

What is a syllable? A unit of spoken language consisting of a

single uninterrupted sound Includes a _________________ Parts or chunks of the word can be heard

Syllable awareness (Phonological Awareness) Determine how many syllables are in the

following words: Emily Cafeteria Trevor Suzy Restroom Recess Book

Syllable Blending(Phonological Awareness) Teacher says 2 syllables and asks children

to put the syllables together to form a word “I’m going to say a word slowly and then you

will say it the fast way. snow/man. What word?”

Syllable Segmentation (Phonological Awareness) Teacher says a multisyllabic word and asks

students to separate the word into its separate parts “Say basketball.” (Students echo.) “Say it again

but don’t say basket.” (Students say ball.) More difficult: “Say began.” (Students echo.)

“Say it again but don’t say gan.’ (Students say be.)

Definition for Beginning Readers “A syllable is a _________ (hands stretched far

apart)

Or a PART OF A _________ (bring hands in closer together)

WITH A TALKING ________” (make a v with pointer and middle fingers of 1 hand while moving pointer finger of other hand between v for tongue)

Syllables? ch af tm re cod g peep snip

Word Sort

sclop zape brope dibble

ro spang stemble charp

groot sload smirn cly

ap cheam strepe fe

pleed stive hisp burf

toble shork fru rimmle

6 Types of Syllables _____ (makes up 4_____% of syllables in

English words) ______________ _______________ _______________ ________________ _________________

Importance of Teaching Syllable Types Dividing words into syllables provides new

strategies for reading and spelling longer, unfamiliar words.

By dividing words into syllables, students don’t need to be able to read or spell the ___________ long word. Instead, students can break the works into parts and then put the parts back together.

Syllable Type 1: _______________ Most common spelling unit in English

Definition: A syllable with a short vowel that is “___________” at the end of the word by one or more _______________

Examples: __________________

Check your sort

Syllable Type 2: _______________ Definition: A syllable that ends with

a long vowel sound, spelled with a single __________________ Examples: ____________

Check your sort

Compare/Contrast Multisensory Activity (____________ syllables)

(Jill Slee, 2004)

Syllable Type 3: ___________________________

Definition: Syllables that have a long vowel spelled with a vowel, a consonant, and a ____________

Examples: ________________

Check your sort

Syllable Type 4: ________________

Definition: Any syllable in which the vowel is followed by ________

• Vowel pronunciation often changes before _____

• Examples: ______________

Check your sort

Syllable Type 5: _____________ Definition: An unaccented final

syllable that contains a consonant before ____, followed by a _____________

Examples: ________________ Use the mnemonic “________________” to

identify the last three letters that always make up this syllable type (Jill Slee, 2004)

Check your sort

Syllable Type 6: _______________ Definition: Syllables with long or

short vowel spellings that use a _____________________

• Diphthongs __________ and _________ are included in this category

• Examples: ________________

Check your sort

Division Rule 1: VC/CV Directions:

Find the ________ in the word and dot them Find the __________ between the ___________ and draw a

circle around them Divide between the ________________ letters by making a

swing line under each syllable Code the vowels as ______________ Read the word ****Known as rabbit words****

rặb bǐt

Division Rule 2: VC & VCV After Open Syllable is Taught Directions:

Find the __________ and dot them With only 1 __________ between the vowels, try

Dividing after the vowel – code the vowelIF THAT STRATEGY DOESN’ WORK: try

Dividing after the consonant – code the vowelONE OF THESE WILL YIELD A SENSIBLE

SOUNDING WORD _

tị ger then cặm el

Word Sort for Division Rule 2V/CV VC/V

Division Rule 3: V V After vowel team syllable is taught Directions:

__________ are together between consonants If these ________ are not a _________ with one

sound, divide between them Code the vowel and read the word

trī ăl

Division Rule #4: Consonant-le This syllable ALWAYS appears at the end of

words Directions

Always divide words just before the consonant-le Determine if the prior syllable is open or closed

and then code the vowels as long or short

jŭg gle stī fle

Slap Jack On small cards, write the words you want to

be contrasted (e.g., VCCV pattern and VCV patterns. (Add the new patterns as student learn them). YOU MUST HAVE AN EVEN NUMBER OF CARDS.

Select 2 players. Deal all the cards one at a time until the deck is gone.

Players keep their cards face-down in a pile in front of them.

Each player turns a cared face up in a common pile at the same time. When 2 words that follow the same division rule are turned up together, the first player to tap the pile takes all both the cards and adds them to the bottom of his/her pile.

Turning and slapping cards must be done with the same hand.

If a player slaps the cards but the words are not similar, he/she must give those to the other player.

Play continues until 1 player has all the cards or if time expires, the winner is the one with the most cards.

Teaching Students to Attack Long Words 1. Identify the __________________ 2. Look for ___________________: Anglo-Saxon or

Latin prefixes, roots, suffixes, Greek combining forms, or single words making up Anglo-Saxon compound words

3. If you can’t find a __________, or if you find morphemes, but still can’t read the word, try to break the word into syllables using the _______________________________

4. If syllable division doesn’t work, or words for only part of the word, use ________________