Transcript Syllable Types & Division Patterns

Syllable Types &
Division Patterns
What is a syllable?
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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)
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Determine how many syllables are in the
following words:
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Emily
Cafeteria
Trevor
Suzy
Restroom
Recess
Book
Syllable Blending
(Phonological Awareness)
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Teacher says 2 syllables and asks children
to put the syllables together to form a word
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“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)
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Teacher says a multisyllabic word and asks
students to separate the word into its separate
parts
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“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
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“A syllable is a _________ (hands stretched far
apart)
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Or a PART OF A _________ (bring hands in
closer together)
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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?
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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
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_____ (makes up 4_____% of syllables in
English words)
______________
_______________
_______________
________________
_________________
Importance of Teaching Syllable Types
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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: _______________
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Most common spelling unit in English
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Definition: A syllable
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Examples: __________________
with a short
vowel that is “___________” at
the end of the word by one or
more _______________
Check your sort
Syllable Type 2: _______________
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Definition: A syllable
that ends with
a long vowel sound, spelled with
a single __________________
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Examples: ____________
Check your sort
Compare/Contrast Multisensory
Activity (____________ syllables)
(Jill Slee, 2004)
Syllable Type 3:
___________________________
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Definition: Syllables
that have a
long vowel spelled with a vowel,
a consonant, and a
____________
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Examples: ________________
Check your sort
Syllable Type 4: ________________
syllable in which the
vowel is followed by ________
• Vowel pronunciation often
changes before _____
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Definition: Any
• Examples: ______________
Check your sort
Syllable Type 5: _____________
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Definition: An
unaccented final
syllable that contains a
consonant before ____, followed
by a _____________
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Examples: ________________
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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: _______________
with long or
short vowel spellings that use a
_____________________
• Diphthongs __________ and
_________ are included in this
category
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Definition: Syllables
• Examples: ________________
Check your sort
Division Rule 1: VC/CV
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Directions:
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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
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After Open Syllable is Taught
Directions:
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Find the __________ and dot them
With only 1 __________ between the vowels, try
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Dividing after the vowel – code the vowel
IF THAT STRATEGY DOESN’ WORK: try
Dividing after the consonant – code the vowel
ONE OF THESE WILL YIELD A SENSIBLE
SOUNDING WORD
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tị ger
then
cặm el
Word Sort for Division Rule 2
V/CV
VC/V
Division Rule 3: V V
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After vowel team syllable is taught
Directions:
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__________ 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
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This syllable ALWAYS appears at the end of
words
Directions
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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
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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.
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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
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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 ________________