Syllables Appendix

Syllable Type
Conversely, consonant-le syllables always occur as part of two-syllable (or longer) words, so that syllable type
would often be taught last.
Syllable Vowel Sound Definition Examples
Type
(Synonyms)
Closed Short Has only one vowel and ends in a splash, lend, in, top, ask,
consonant. thump, frog, mess
Silent e Long Has a –VCE pattern (one vowel, plane, tide, use, chime,
(magic e) followed by one consonant, followed theme, ape, stroke, hope
by a silent e that ends the
syllable)
Open Long he, she, we, no, go, flu,
Has only one vowel that is the last by,
letter of the syllable, Open syllables spy, ba-by, fe-male, i-vy,
fro-zen, & Cu-pid
have only one consonant between the
open syllable and the next vowel.
Vowel Varies depending on the Has a vowel pattern in it (e.g., ay, ai, stay, plain, straw, fall, pie,
combination specific vowel pattern, aw, all, ie, igh, ow, ee, ea). piece, night, grow, cow
(vowel team)
Vowel r Varies depending on the Has only one vowel followed ark, charm, her, herd, stir,
(bossy r, specific vowel r unit, immediately by an r born, fork, urn
rcontrolled) (e.g., ar, er, ir, or,
ur).
Consonant-le Schwa Has a –CLE pattern (one consonant, -dle as in candle, -fle as
followed by an l, followed by a silent e in ruffle, -ple as in maple,
which ends the syllable) -
gle as in google, -tle as
in title, -ble as in Bible
There are 6 Syllable Typesː

1. Closed
2. Open
3. Vowel-Consonant-E (also known as Magic E or Silent E)
4. Vowel Team
5. R-Controlled
6. Consonant-L-E
Six Syllable Patterns of the English Language

CVC A CVC syllable has 1 vowel and ends in a consonant.
The vowel is usually short.
Example: big, stamp, ish, from
VCe: A VCe syllable has a vowel, 1 consonant, and a final-e.
The e is silent.
The vowel is usually long Sound.
Example: bake, tote, skate, ite.
Open An open syllable has 1 vowel at the end of the syllable.
The vowel is usually long.
Example: hi, pre, cra
Consonant-l-e (Cle) A Consonant-l-e syllable comes at the end of a word. The only vowel in the -
Cle syllable is the silent-e. Remind students that in -Cle syllables, you only
hear the consonant and the l.
Example: purple, stumble, table
R-colored An r-colored syllable has an r after the vowel.
The r changes the sound of the vowel.
Example: car, stir
Vowel Digraph (V V) A vowel digraph syllable has 2 vowels together.
Example: wait, read, joint
7 Syllable Type
1 closed A syllable in which a single vowel is followed by a VC Cat, rab/bit, nap/kin
consonant. The vowel is usually short.
2 open A syllable ending with a single V Ti/ger, ba/by,

vowel. The vowel is usually long pa/per
3 Magic e A syllable with the long vowel consonant- silent e VCE Bake, pine, bone
pattern
4 Vowel team A syllable containing two letters that together make VV Team, float, seed
one vowel sound
5 r-controlled A syllable in which the vowel(s) is followed by the VR Car, bird, fort
single letter r. The vowel sound is “controlled” by
the r.
6 Diphthong A syllable containing two vowels in which a new VV Boil, cloud, look
vowel sound is formed by the combination of both
vowel sounds
7 Consonant-le An unaccented final syllable Cle Bub/ble, sta/ple,
containing a consonant and -le cir/cle
The CVC Pattern

Additional Words for Re-teaching: nap, snap, west, blast, blab, ab, rake, try.
ɑbout Example
One syllable pattern, or type of syllable, that has a short bat, brat, pest, clasp, bled
vowel—the CVC pattern.
A CVC syllable has one vowel and ends in a
consonant. It doesn’t matter how many consonants
come before or after the vowel, there can be one, two,
or three consonants.
In these syllables It almost always has a short vowel.
Does this word “ad” fit the pattern for a CVC word? (Yes), Because it has one vowel and ends in a
consonant.
Does this word “cake” fit the pattern for a CVC word? No, because it has two vowels and it doesn’t end with
a consonant.
Does this word “Try, cry” fit the pattern for a CVC No, it doesn’t because it doesn’t end with a consonant;
word? it ends with a vowel. the letter y is acting as a vowel.
Write chip, tramp, need, egg, lake, scrap, fame and chip, tramp, egg, and scrap; are CVC syllables, they
so on the board. Which of these words are CVC have 1 vowel and end in a consonant.
syllables? Why?
Word “lake” and “fame” are not CVC syllables, as
lake doesn’t end in a consonant and has 2 vowels.
Which of these words has a consonant digraph and chip, ch has consonant digraph and tramp, tr and
consonant blend? mp, scrap, scr, has a consonant blend.
Syllable strategy with our new syllable pattern—CVC.

Word is absent
Step 1. Underlined the vowels. absent

Step 2. There are 2 consonants ‘b’ and ‘s’ between 1st vowel ‘a’ and 2nd ab/sent
vowel ‘e’, divide the word between the two consonants
Between the b and s,
Conclusion In the word absent, both syllables ‘ab/sent ‘are CVC syllables. Each syllable has one vowel
and ends with a consonant. The vowels are short vowels.

Word is Manhattan.
Step 1. Underlined the vowels. Manhattan

Step 2. There are 2 consonants between vowels 1st a and 2nd a, 3rd t and Man/hat/tan
4rth t divide the word between the two consonants Between the
n and h, and between t and t.
Conclusion 1. Each syllable has one vowel and ends with a consonant.so all 3 syllables is CVC pattern,
2. The vowels are short vowels. Man / hat / tan, Manhattan.
3. What does Manhattan mean? It is a part of NY city
Activity: Syllabification:
absent (ab / sent) dentist (den / tist) splendid (splen / did) contact (con / tact)
trumpet (trum / pet) frantic (fran / tic) insist (in / sist) sluggish (slug / gish)
inspect (in / spect)
Note (consonants Blends):

Sometimes we have more than two consonants between the vowels. Then, we need to decide to
keep two of the consonants together (Consonants Blends).

Word is install.
Step 1. Underlined the vowels. Install

Step 2. When there are more than 2 consonants between the vowels, you In/ stall
keep the consonant blend or digraph together and divide the word
between the two consonants There are 3 consonants between 1st
vowels ‘i’ and 2nd vowel ‘a’ n, s and t, but ’st’ is the consonant blend
in word "inspect, keep st together and divide between n and st.
Conclusion In this word install the s-t is called a consonant-blend.
The two letters represent their own sounds, /s/ and /t/. But they are blended together to produce /st/.
The two sounds are kind of stuck together. So, when there are three consonants, we often keep the
blend together. Word ‘install’ has 2 syllable, ‘in’ and ‘stall’, and both have one vowel followed by
consonants, So both the syllable followed CVC Pattern.

Word is Inspect.
Step 1. Underlined the vowels. Inspect

Step 2. When there are more than 2 consonants between the vowels, you In/spect
keep the consonant blend or digraph together and divide the word
between the two consonants There are 3 consonants between
vowels 1st I and 2nd e n, s and p, but ’sp’ is the consonant blend in
word "inspect, keep sp together and divide between n and sp.
Conclusion First syllable ‘In’ has one vowel and ends with a consonant.so it’s followed CVC pattern and 2nd
syllable is ‘spect’
Syllable strategy with our new syllable pattern: CVC

Word is establish.
Step 1. Underlined the vowels. But we do not underline the silent-e when Establish
we mark the vowels.
Step 2. There are 2 consonants s and t between 1st vowel e and 2nd vowel es / tablish
a, and there are 2 more consonants bl between 2nd vowel ‘a’ and
3rd vowel ‘i’, So, first division will occur between the two
consonants, the s and the ‘t’, place a slash between the first and
second syllables (es / tablish), The first syllable is (es) which is a
CVC syllable has 1 vowel followed by at least 1 consonant.
Step 3. Now new word left is ‘tablish’, The second division occur In es / tab/ lish
Between the b and the l. Place a slash between b and l
second syllable ‘tab’ is a CVC syllable, it has 1 vowel followed by
at least 1 consonant.
Step 4.
The last step in the strategy? ‘Check the Context’ read to see That makes sense; they
if it makes sense. The friends wanted to establish a club. wanted to set up a club, like a
man ‘s or women ‘s club.
Conclusion The first syllable is (es) and 2nd syllable ‘tab’ is CVC syllable, it has 1 vowel followed by at least 1
consonant
Syllable strategy with our new syllable pattern—CVC

Word is Wisconsin.
Step 1. Underlined the vowels. But we do not underline the silent-e when Wisconsin
we mark the vowels.
Step 2.
There are 2 consonants s and c between 1st vowel ‘I’ and 2nd Wisconsin
vowel ‘o’, and there are 2 more consonants bl between 2nd vowel
‘a’ and 3rd vowel ‘I’. (2), So, first division will occur between the
two consonants, the s and the c, place a slash between the first
and second syllables (Wis/ consin), The first syllable is (wis) has
1 vowel followed by at least 1 consonant
Step 3.
Now new word left is ‘consin’, The second division occur In Wis/ con / sin
Between the n and the s. Place a slash between n and s
second syllable ‘tab’ is a CVC syllable, it has 1 vowel followed by
at least 1 consonant.
Step 4. The last step in the strategy? ‘Check the Context’ read to see .
if it makes sense. The friends wanted to establish a club.
Conclusion The first syllable is (wis), 2nd syllable ‘con’, and 3rd syllable is ‘sin’ are CVC syllable it has 1 vowel
followed by at least 1 consonant. (They are all CVC syllables, all three of these syllables end the
same way: with a vowel followed by one or more consonants.
)
Additional Words for Re-teaching:
addend, abduct, Addison, fantastic, address (ad / dress)
1 blanket (blan / ket) 2. flannel (flan / nel) 3. splendid (splen / did)
4. pilgrim (pil / grim) 5. subtract (sub / tract) 6. contest (con / test)
7. pancake (pan / cake) 8. moonlight (moon / light)9. washtub (wash / tub)
10. sailboat (sail / boat)
The VCe Pattern

Explain, ―A single vowel letter + single consonant unit + final e means the vowel sound is long.
We could write the pattern like this: VCe = long vowel. When the vowels are long, they usually say their name.
ɑbout Example
We write VCe to representː vowel-consonant-e (silent)
pattern, which means a syllable that ends with a silent
e.
Which pattern Flames follow and why? Flames follows the VCe pattern because the root word
is flame.
Divide word “explode” into syllables and identify the ex and plode, first syllable ‘ex’ follows CVC pattern,
Pattern it follows? It is the consonant following a single vowel that
determines the pronunciation of the vowel, it is the
second syllable(plode) in explode that follows the
VCe pattern.
Syllable strategy with our new syllable pattern—VCe.

Word is confide.
Step 1. Underlined the vowels. But we do not underline the silent-e when Confide
we mark the vowels.
Step 2. There are 2 consonants between vowels o and I, divide the word Con/ fide
between the two consonants n and the f.
Conclusion 1. The first syllable is a CVC syllable—con.

2. The second syllable, fide. This is a VCe syllable pattern with a long vowel sound, /ī/.

Word is reptile.
Step 1. Underlined the vowels. But we do not underline the silent-e when Reptile
we mark the vowels.
Step 2. There are 2 consonants ‘p’ and ‘t’ between 1st vowels ‘e’ and 2nd Rep/ tile
vowel ‘i’, Divide the word between the two consonants ‘p’ and
‘t’.
Step 3. Check the Context. Steve saw a reptile at camp. Yes, it’s made sense, So, the
word is rep – tile, reptile.
Conclusion 1. The first syllable is a CVC pattern, so it has a short vowel—rep.
2. Look at the second syllable. It follows a VCe syllable pattern with long vowel sound, /ī/, tile.

Write, He was hypnotized by the TV on the board.
Step 1. Check the Context. He was _____ by the TV.

Step 2. Look for Chunks. It is nt a compound word. hypnotize / ed
There is nt a prefix, but there is an -ed suffix. So it is past tense.
Step 3. Underlined the vowels. But we do not underline the silent-e when hypnotize / ed
we mark the vowels.
Step 4. There are 2 consonants ‘p’ and ‘n’ between vowels ‘y’ and ‘i’, hyp / notize / ed
divide the word between the two consonants ‘p’ and ‘n’.
Step 5. There are 1 consonants ‘t’ between vowel ‘o’ and vowel ‘d’, try hyp / no / tize / ed
dividing before the consonant ‘t’
Step 6. The first syllable is CVC—hyp. In CVC syllables, the y often Hyp - no - tized = hypnotized.
sounds just like the letter i. So this syllable is pronounced hip. That‘s a word.
The second is open syllable —no.
The third syllable is VCe with the e dropped to add the ed ending
—tized.
Step 7. Check the Context, He was hypnotized by the TV. That makes Yes, it’s made sense
sense; he was staring hard at the TV without thinking, just like he
had been hypnotized.
conclusion
Activity B. Underline the vowels except for silent-e‘s. Divide each word into syllables. Think
about the syllable patterns and pronounce the words. The first one is done for you.
Syllabification Example: hypnotized hyp / no / tized
1. gentlemen gen / tle / men 2. movement move / ment

3. unruly un / ru / ly 4. cohesive co / he / sive
5. renovate ren / o / vate 6. deducted de / duct / ed
Activity: Syllabification
1. con/trast 2. es/tab/lish/ment 3. ex/treme 4. up/scale
5. con/tem/plate 6. in/com/plete 7. re/place 8. hope/less
Remember: When two vowel letters are separated by two consonants, you will usually divide
between the two consonants. So, by dividing the syllables, then recognizing the type of syllable,
and reading by syllables, you can read long words. What is this word.
Underline the vowels and put a slash between the consonants that divide the syllables.
1. public pub / lic 4. Atlantic At / lan / tic

2. compact com / pact 5. fantastic fan / tas / tic
3. Wisconsin Wis / con / sin 6. consensus con / sen / sus
New Pattern – Prefixes and Suffixes
Many multisyllabic words in English are formed by adding prefixes or suffixes to a root word.
Suffix -ive (VCe pattern)

It is an ending that changes the meaning of a word.
i-v-e is a suffix that follows the VCe pattern but that has a short vowel sound.
Why is the e there at all? (No English word ends in v.)
The suffix i-v-e means having a tendency for something.
Syllabification: Word is expensive
Step 1. Look for Chunks. Word is expensive
Step 2. Look for prefixes and suffixes. Put a box around the suffix -ive or- Root is: expense and suffix is” -
sive, the final e in ‘expense’ was dropped when we added the sive, expense/sive
suffix –ive.
Note that when you spell expense + -ive, it is the silent e in
expense that you are dropping.
Step 3. Underlined the vowels in root words. But we do not underline the expense /sive
silent-e when we mark the vowels.
Step 4. There are 2 consonants ‘x’ and ‘p’ between 1st vowels ‘e’ and 2nd That gives ex/ pense /sive =
vowel ‘e’, Divide the word between the two consonants ‘x’ and expensive,
‘p’.
Step 5. Check the context to see if that makes sense. My boss took me to an Yes, it’s made sense, So, the
expensive restaurant. word is ex/ pense /sive =
expensive,
Conclusion 1. The first syllable ‘ex-’ is a CVC pattern, so it has a short vowel—ex.
2. Look at the second syllable. It follows a VCe syllable pattern with long vowel sound, /e/,
pense.
3. Third Syllable is Suffix -sive which also follow VCe Pattern, here vowel I has short sound.
Additional Words for Re-teaching: subjective, attractive, defensive, motive, repulsive, constrictive,
expulsive, impressive, possessive, unexpressive.
ex/pres/sive im/pul/sive in/ex/pen/sive pas/sive dis/rup/tive
in/ten/sive ac/tive con/struc/tive com/pul/sive
Activity: Find the Prefixes and Suffixes
Word Prefixes Root Word Suffixes
unlimited un limit Ed
fishing fish Ing
unsuccessful un success Ful
discontented dis content Ed
unhappy un Happy
skillful skill Ful
dishonest dis Honest
dislike dis Like
unhelpful un help
helpless help Less
endless End Less
weeks Week S
Misprint mis Print
mistrust mis Trust
sickness sick Ness
helpfulness help ful, ness
Activity
Separate the Words. Take the words apart and write them by roots and suffixes.
Word Root Word Suffix
hopping hop ing
hoping hope ing
scary scare y
gripping grip ing
griping gripe ing
hurrying hurry ing
supplied supply ed
Syllabification
Write ‘The accident was an unintended result of negligence’ on the board.

Step 1. Check the contest, Word is unintended
Step 2. Check for chunk: Divide the prefixes and suffix from the Prefix and suffix are un-, in-, -ed,
root by putting a slash around them:
un / in / tend / ed
Step 3. Let’s checks the context. The accident was an unintended It’s made sense.
result of blank.
Syllabification: Prefix and Suffix and Consonant ‘x’
The x has 2 sounds, (2, /k/ and /s/)

X is a tricky letter. It is a good one to pay attention to because even though it is 1 letter, it has 2 sounds.
Write unexpected on the board.
Step 1. Look for chunk, Find the prefix and suffix in this, 1. U-n is a prefix and -ed is Suffix.
how does it change the meaning of the root expect?
Root word is: expect.
U-n is a prefix when added to root word expected, it
un/ expect /ed
means not expected. The meaning of the new word is
not expected, so in this case adding a prefix turned the
word expect into its opposite, unexpected.
Step 2. What is the suffix in unexpected? The suffix in unexpected is -e-d,
The suffix is -e-d which tells us that something
happened in the past. So, we can add both prefixes and
suffixes to words.”
Step 3. Underline the vowels in root word. un/ expect /ed
Step 4. There is 2 consonants ‘x’ and ‘p’, between 1 st vowel ‘e’ and un/ ex / pect /ed
2nd vowel ‘e’. divide between the two consonants ‘x’ and
‘p’.
Step 4. Check for Context. Yes, it make sense.
Syllabification: Suffix -i-o-n
Write adoption on the board.

Step 1. Look for chunk, is there any prefix and Suffix. adopt / ion, here suffix is: -ion and root
word: adopt
Step 2. Underline the vowel in root word adoption
Step 3. There is one consonant ‘d ’between, 1 st vowel ‘a’ and 2nd a / doption
vowel ‘o’, Try dividing before consonant ‘d ’.
Step 4. check for context Its doesn’t make sense

Try dividing after the consonant ‘d’. ad / option
Step 5. Now we left with ‘option’, There is 2 consonants ‘p’ and ‘t’, ad / op/ tion
between 1st vowel ‘o’ and vowel ‘i’. Divide between the
consonant.
Conclusion The suffix in this word is –i-o-n. But when we divide the word by syllables, we would put our
slash between the 2 consonants, p and t. That is why we often think of the suffix being –t-i-o-n.
The suffix in this word is pronounced /shən/.
Syllabification: Suffix -i-o-n
Write television on the board.

The root for television is televise.
Write televise on the board.
When we add –i-o-n to televise, we drop the e and just add the –i-o-n.
So, when a word ends in /s/ or /z/, the last syllable will be spelled –s-i-o-n.
Note:
When we add –i-o-n to word ending is -se, -ze, -de, we drop the e and just add the –i-o-n.
This is also true of roots that end in d or d-e. the last syllable will be spelled –s-i-o-n, when we add suffix, –i-o-
n.
Did you remember to drop the silent e before you added the suffix beginning with a vowel?
So, in words ending in d or s, the final syllable is spelled –s-i-o-n.
Write concentration on the board.
What is the last sound in each of the root’s word translate and concentrate?
(/t/)
Even though translate and concentrate end in an e, the final e is silent, so the last sound is /t/.
So, we just add the suffix –i-o-n to the root.
Step 2. Underline the vowel in root word
Step 3. There is two consonant ‘n ’ and ‘c’ between, 1st vowel ‘o’ con/ centration
and 2nd vowel ‘e’, Try dividing before consonant ‘n’ and ‘c’.
Step 4. Left over word is ‘centration’.There is two consonant ‘n ’ con/ cen / tration
and ‘tr’(consonants blend) between, 1st vowel ‘e’ and 2nd
vowel ‘a’, Try dividing before consonant ‘n’ and consonant
blend ‘tr’.
s Now left with word ‘tration’, there is single consonant con/ cen/ tra / tion
‘a’, between 1 vowel ‘a’ and 2 Vowel ‘i’, lets divide
st nd
before consonant ‘t’.

Conclusion The suffix in this word is –i-o-n. But when we divide the word by syllables, we would put our
slash between the 2 consonants, tr and t. That is why we often think of the suffix being –t-i-o-n.
The suffix in this word is pronounced /shən/.
Activity Add the Suffix

1. precise + ion precision
2. transfuse + ion transfusion
3. collide + ion collision
4. include + ion inclusion
5. confuse + ion confusion
NOTE:
Spelling the suffix –ion is tricky for students. We have presented the patterns that are most
frequent:
1. When the suffix ends in /t/, spell the last syllable tion.
For your information, one exception is the root vert (version, conversion, introversion).
2. If the root ends in s or d, use –sion.

compete-competition, operate-operation, expect-expectation, examine-examination, oppose-
opposition, discuss-discussion, confess-confession, suppress-suppression, omit-omission,
expand-expansion.
Activity: Add the Suffix
1. precise + ion precision
2. transfuse + ion transfusion
3. collide + ion collision
4. include + ion inclusion
5. confuse + ion confusion
Activity syllabification
First, copy the word onto the line, then use the syllabification strategy to break the word into syllables.
Put boxes around the prefixes and suffixes. Use slashes to divide the root word into syllables.
unhelpful (un / help / ful) uncommon (un / com / mon) unpack (un / pack)
misfit (mis / fit) goodness (good / ness) truthful (truth / ful)
wonderful (won / der / ful) reckless (reck / less) commanding (com / mand / ing)
disconnected (dis /con / nect / ed) spotless (spot / less)
Syllable strategy with our new syllable pattern

Word is Word is Illness.
Step 1 Look for Prefixes and Suffixes. ‘I see the suffix ness. Ill/ness
Step 2. The root word is ill. That’s a CVC word with a double l at the end. Ill/ness
So, the word is illness.
Conclusion Check the context. Bill was unwilling to tell anyone about his illness.
That makes sense; he didn’t ‘t want people to know he was sick.

Syllable strategy with our new syllable pattern
Write, He found a disconnected wire in the lamp’ on the board.
Step 1 First, let’s, Check the Context, “He found a blank wire in the Word is ‘disconnected’
lamp”.
Well, it must have something to do with a wire.
Step 2 Next, we‟ll, Look for Chunks, is this word made up of small (no)
words that you know?
Step 3 Are there any prefixes or suffixes? If yes put a slash around root dis and -ed, dis/connect/ed’
word, find root Word.
Root word is ‘connect’
Step 4 Underline the vowel in a root word Connect

Step 5
There are 2 consonants n and n between 1st vowel ‘o’ and 2nd Con/ nect
vowel ‘e’, So, divide between the two consonants, the n and the n.
Step 6 So, words have 4 syllables, Read the syllables and then put dis / con / nect / ed,
them together into a word?
It’s made sense, Word is
Check the context. Say, “He found a disconnected wire in the disconnected.
lamp.
Conclusion words have 4 syllables, dis, con, nect, ed and all 4 syllables follow Conclusion
CVC Pattern.
Dropping the Final e Prior to a Suffix

An e has been added to hat to form a new word hate. When you add an e, the vowel becomes long.
What happens to the vowel sound when you add an
≈ Write CVC = short vowel
e?
≈ Write VCe = long vowel
Write amazing on the board. Root: amaze and suffix: -ing
Amazing has two parts: a root word and a suffix. Find There is no e in the word amazing. But e is put on the
out root words and Suffix? root word Because root word amaze has a long-a
sound
Write the root and suffix on the board: amaze + ing. final ‘e’ in amaze is drop.
When you add -ing to amaze, what happens to the final
e in amaze?

Write inspired on the board. Root word is: (inspire) and suffix is: -ed
Inspired has two parts: a root word and a suffix. What
is the root word and the suffix?
Write inspire + ed on the board.
When you add -ed to inspire, what happens to the final ‘e’ in ‘inspire’ is drop.
final e in inspire?

Separate a root word from a suffix and then decide if a final e was dropped.
The word is safest
Write ‘safest’ on the board. The root is safe and the suffix is –est.
‘safest’ has two parts: a root word and a suffix. What is
the root word and the suffix?
When you add -est to ‘safest’, what happens to the The final e in safe was dropped when we added the –
final e in ‘safest’? e-s-t suffix.
Note that when you spell safe + est, it is the silent e in
safe that you are dropping.
NOTE:
It is the e in the root word that is dropped, not the e in the suffix.
When adding, -ed, -er, -est, etc., emphasize that the silent e in the root is dropped.
Some students may want to argue that they are just adding d rather than –ed. It is important to correct this
misconception.
Syllable strategy: Dropping the Final e Prior to a Suffix
Write including on the board.
Step 1 Next, we‟ll, Look for Chunks, is this word made up of small Word is including.
Step 2. Are there any prefixes or suffixes? If yes put a slash around root yes, the root is include and the
word, find root Word. suffix is –ing. ‘Include /ing’
Step 3 Underline the vowel in a root word ‘Include /ing’
Step 4. In root word, there are 3 consonants n, c and l between 1st vowel ‘In/clude /ing’
‘i’ and 2nd vowel ‘u’, So, divide between the two consonants, the
‘n’ and the ‘cl’, here cl is consonant blends and can’t be separated
Conclusion . When –ing was added, the final e was dropped. So, the syllable is ‘In/clude /ing’ = including
‘clude; with a long-u sound.
So, the word is including. If I didn ‘t remembers the rule, I would
mispronounce the word as in – clud – ing.

confide-confiding, suppose-supposed.
Change in Sounds
NOTE:
2-letter words ending with a don ‘t usually have a long vowel, e.g., pa, ma. If students pronounce va to rhyme with
ma, explain that as a syllable in a larger word, open syllables usually have a long vowel sound
Write plod, scrap, pos, and flat in a vertical list on the board. 1. (CVC), They have 1 vowel and
end in a consonant.
1. What kind of syllables are these and why?
2. Short
2. What kind of vowel sound do they have?
Add an e to each of the syllables: plode, scrape, pose, and flate. 1. The vowel becomes long.
1. What happens when ‘e’ is added to these syllables?
2. VCe, the vowel is long.
2. What kind of syllables are these?
Write cra, bru, cli, and va on the board. 3. Open syllables. They have just
one vowel and end in a vowel.
1. What kind of syllables are these?
4. (long)
2. What kind of vowel sound do they have?
Write cle, ble, ple, and fle on the board.
-Cle, At the end.
What kind of syllables are these? Where do these syllables come in
a word?
Activity
Words are divided into syllables for you. Below each syllable, write what syllable pattern it is—CVC, VCe,
-Cle, or open.
re tire ment
retirement open VCe CVC
il lus trate
illustrate CVC CVC VCe
com plete ly
completely CVC VCe open
u til ize
utilize open CVC VCe
syn o nym
synonym CVC open CVC
em bez zle
embezzle CVC CVC -Cle
Activity
Write, He was hypnotized by the TV on the board.
Step 1. Check the Context. He was _____ by the TV.
Step 2. Look for Chunks. root word is ‘hypnotize’ and suffix is:
It is a compound word. There is ‘t a prefix, but there is an -ed
-ed suffix. So, it is past tense.
hypnotiz/ed
Step 3. underline the vowels. What about that last e? What is hypnotiz/ed
that? (A final, silent e)
I think it is a final, silent e, so I won ‘t underline it.
Step 4. There are 2 consonants between the y and the o, so divide hyp/notiz/ed
between them.
Step 5. There is one consonant between the o and i, so try hyp/no/ tiz/ed
dividing before the consonant.
Step 6. Hyp: The first syllable is CVC—hyp. In CVC syllables, Hyp - no – tiz/ ed = hypnotized.
the y often sounds just like the letter i. So, this syllable is That’s a word.
pronounced hip.
no: The second is open—no.
tized: The third syllable is VCe with the e dropped to add
the ed ending—tized.
Conclusion Check the Context, did it make sense? That makes sense; he was staring
hard at the TV without thinking, just
He was hypnotized by the TV.
like he had been hypnotized.
Activity
 Underline the vowels except for silent-e ‘s.
 Divide each word into syllables.
 Think about the syllable patterns and pronounce the words.
 The first one is done for you.
Syllabification
Example: hypnotized hyp / no / tized
1. gentlemen gen / tle / men
2. movement move / ment
3. unruly un / ru / ly
4. cohesive co / he / sive
5. renovate ren / o / vate
6. deducted de / duct / ed
NOTE:
1. The only vowel in the -Cle syllable is the silent-e. Remind students that in -Cle syllables,
you only hear the consonant and the l.
2. The last syllable in cohesive is a VCe syllable but it is one of the exceptions because it has a short
vowel. They learned this in an earlier lesson. Remind them that -ive is a common suffix.
Spelling Rules
Rule 1. Doubling f, s, or l in CVC One-syllable CVC words that end in f, s, or l, double the final f,
Syllables s, or l.
Example: off, skull, dress
Rule 2. Spelling the Sound of k, j, At the end of a CVC word, use c-k for the sound of k, d-g-e for
and ch at the End of CVC the sound of j and t-c-h for the sound of ch.
Syllables
Example: back, catch, edge
Rule 3. Dropping the Silent e in
VCe Syllables The silent e at the end of a word is dropped if we add a suffix
starting with a vowel. The silent e is not dropped if the suffix
starts with a consonant.
Example: bake + ing = baking, smoke + y = smoky

Rule 4. Doubling the Final If a one syllable root word ends in one consonant with one vowel
Consonant in CVC before it, double the final consonant of the root word if the suffix
Syllables (The 1-1-1 begins with a vowel.
Rule) Example: big + er = bigger, hop + ed = hopped
Rule 5. Changing y to i When a word ends in y, change the y to an i when adding a
suffix.
copy + ed = copied, cry + ed = cried
EXCEPT
When the suffix is -ing
cry + ing = crying
The CVC Pattern consonant combinations, c-k, d-g and t-c-h

Three consonant combinations, c-k, d-g and t-c-h represent one sound.
The combination c-k makes the sound of /k/; d-g makes the sound of /j/; and t-c-h sounds like /ch/. Even
though there are multiple letters they represent only one phoneme. Since they are only one sound they cannot
be separated. Spelling Rule: At the end of a CVC word, use c-k, d-g-e and t-ch.
Additional words for Re-teaching: watch, pitch, rack, pick, mock, dodge, judge, edge.
ɑbout -tch, -ck, -dge Example
When you have a CVC word with a short vowel that
ends in the sound /ch/, you spell the /ch/ with t-c-h.
t-c-h represent (1) sound, The ending t-c-h is the
only three letter consonant combination in English.
Even though there are three letters, there are not three
sounds.
Why do match and ditch end in t-c-h? Match and ditch are CVC words with a short
vowel, so the /ch/ is spelled with t-c-h.
How many sounds are in catch? (3), segment the sounds. (/k/ /a/ /ch/)
The ending c-k has two letters but represents one

sound.
Write back, Rick, and sock on the board. (/b/ /a/ /k/)
segment the sounds that are in back?
Back ends with -ck and batch ends with t-c-h. CVC words with a short vowel ending in /k/ are
spelled with c-k.
CVC words with a short vowel ending in /ch/ are
spelled t-c-h.
CVC word with a short vowel ending in the badge, ridge, and lodge, these words end in the
sound /j/, it is usually spelled with the letters d-g-e. sound /j/, but they are spelled with the letters d-g-e.
Why the e is present in dge. To keep the sound of g soft (like /j/).
Syllabication Rules
Note: When we divide words, we need to think about whether the final consonant was doubled
or a final silent e was dropped.
Syllable strategy: Spelling Rule

1. Note: When we divide words, we need to think about whether the final consonant was doubled or a final
silent e was dropped. First,
Write contemplating on the board.
Step 1 Next, we‟ll, Look for Chunks, is this word made up of small Word is contemplating
Step 2. Are there any prefixes or suffixes? find root Word and put a yes, the root is contemplate and
slash around root word and suffix. The final e in ‘contemplate’ the suffix is –ing. ‘Is
was dropped when we added the –ing suffix. contemplate /ing’
Step 3 Underline the vowel in a root word ‘contemplate’ Contemplate /ing
Step 4. In root word ‘Contemplate’, there are 2 consonants ‘n’ and ‘t’ 1st division: Con/ template /ing
between 1st vowel ‘o’ and 2nd vowel ‘e’, So, first division occur
2nd division: Con/ tem/ plate /ing
between the two consonants, the ‘n’ and the ‘t’, There are three
consonants ‘m’, ‘p’, ‘l’ between the next vowels ‘e’ and ‘a’,
‘Pl’ is consonant blends, so they will remain together, so
second division will occur between ‘m’ and ‘pl’
Conclusion 1st syllable ‘con’ and 2nd Syllable ‘tem’ follow CVC Pattern. So, the word is con – tem – plate -
ing, contemplating.”
3rd Syllable: plate follow VCE Pattern and finally 4rth and last
syllable -ing is Vowel Suffix when added final ‘e’ was dropped
Syllable strategy: Spelling Rule
1. Note: When we divide words, we need to think about whether the final consonant was doubled or a final
silent e was dropped. First,
Write slipped on the board.
Step 1 Look for Chunks, is this word made up of small words that you Word is slipped
know?
Step 2. Are there any prefixes or suffixes? find root Word and put a yes, the root is slip and the suffix
slash around root word and suffix. Slip follow CVC pattern, is –ed. So, word is slip/ed
when Vowel suffix ‘-ed’ when added to root ‘slip’, final
consonant was doubled
Step 3 First Syllable ‘slip’ follow CVC pattern and here ‘-ed’ is suffix, Slip + -ed = slipped
Conclusion Did the –ed suffix make a separate syllable?
(no). It’s just made sound (/t/)

Note: Remember that the –ed suffix sometimes is a separate syllable and sometimes is just the
sound /t/ or /d/.
Syllable Division
1. Impressive im/pres/sive 6. Shipment ship/ment
2. Restatement re/state/ment 7. Distrusting dis/trust/ing
3. Replacing re/plac/ing 8. Unattached un/at/tach/ed
4. Disengagement dis/en/gage/ment 9. Imitating im/it/at/ing
5. Concluded con/clud/ed 10. Impeding im/ped/ing
Syllable strategy with our new syllable pattern -CLe.

 The consonant-l-e pattern comes always appears at the end of the word.
 The final letter e, is silent.
 When you hear the –Cle spoken, all you hear is the consonant and the l. It has the sound of the
consonant that comes just before the l.
 When there is a -Cle syllable, we keep the consonant and the l-e together in the same syllable.
Example Syllabification: word is crumble
Step 1. Divide the words into syllables by placing a slash where the Crum/ ble
division occurs.
The word is crumble and the slash would go between the m and
the b. That keeps the b and the l-e together.
Conclusion 1. The first syllable is a CVC syllable—crum. Conclusion
2. The second syllable, ble. This is a CLe syllable pattern

which has the sound of the consonant ‘b’ that comes just
before the l.
Syllable strategy with our new syllable pattern -CLe.

Example Syllabification: word is word is sizzle.
Step 1. Divide the words into syllables by placing a slash where the Siz / zle
division occurs.
The word is sizzle and the slash would go between the ‘z’ and the
‘-zle’. That keeps the z and the l-e together.
Conclusion The first syllable is siz. It ends with a z. The Second -Cle syllable Siz / zle = sizzle.
begins with a -zle.
If we spell each syllable separately, we get sizzle.
Notice that we have a double-z.
Activity, Syllabification
1. muzzle (muz / zle) 2. bottle (bot / tle) 3. candle (can / dle)

4. trickle (tric / kle) 5. dimples (dim / ples) 6. thistle (this / tle)
7. flapping (flap / ping) 8. hopeless (hope / less) 9. contract (con / tract)
10.unwilling (un / will / ing)11. crumble (crum / ble) 12. sizzle (siz / zle)
13. handle (han / dle) 14. sprinkle (sprin / kle) 15. trem/ble (trem / ble)
16. bottle (bot / tle) 17. middle (mid / dle) 18. scuffle (scuf / fle)
19. stumble (stum / ble) 20. ripple (rip / ple) 21. pickle (pic / kle)
22. whistle (whis / tle) 23. Giggle (Gig/gle) 24. Pimple (Pim/ple)
25. Gentle (Gen/tle) 26. Sniffle (Snif/fle) 27. Puzzle (Puz/zle)

The Syllable Strategy
1. Check the context.
What does that mean? Read the rest of the sentence and see if you can figure out what word
would make sense from the context.
2. Look for Chunks. Is there a prefix or a suffix?
3. Divide the word and say the syllables.
i. Underline each vowel,
ii. if there are 2 consonants between the vowels, divide between them unless
they are a consonant blend.
iii. For -Cle syllables, we never divide the -Cle. The consonant – l is like a
blend.
Additional Words for Re-teaching: castle, battle, candle, wrestle, bundle, saddle, paddle,
kindle, fuddle.
Open Syllables
 To learn about syllable division with one consonant between two vowels.
 To recognize that an open syllable often has a long vowel sound.
 An open syllable has one vowel at the end of a syllable.
 The vowel is usually long.
When there is only one consonant between the vowels, sometimes the vowel is long
and sometimes it is short.
If a vowel is followed by 1 consonant, try dividing before the consonant. If that doesn’t
work, try dividing after the consonant.
Write visit on the board.
Say, “Listen to the sound of the vowel in the first syllable of visit. Is it a long vowel or a short
vowel?” (Short)
Write local on the board.

Say, “Listen to the sound of the vowel in the first syllable of local. Is it a long vowel or a short
vowel?” (Long)
Syllable strategy Open syllable

When there is only one consonant between the vowels, sometimes the vowel is long and sometimes it is short, if a
vowel is followed by 1 consonant, try dividing before the consonant. If that doesn’t work, try dividing after the
consonant.
Example Syllabification: Word is local
Step 1. Underline the Vowels. local

Step 2. Vowel ‘o’ is followed by 1 consonant ‘c’, try dividing before
the consonant. If that doesn’t work, try dividing after the lo/cal: 1st syllable is pronounced
consonant. ‟ So, let’s divide local before the consonant. Local (Lo, with a long o).
= lo/cal, first syllable is ‘lo’: The first syllable is an open
syllable. It has one vowel at the end of the syllable, and it is a lo/cal = local
long vowel.
Conclusion The first syllable is open syllable ‘lo’ with a long o sound. The
2nd syllable ‘cal’ followed CVC Pattern.
Syllable strategy When there is only one consonant between the vowels,
sometimes the vowel is long and sometimes it is short, if a vowel is followed by 1 consonant, try dividing before
the consonant. If that doesn’t work, try dividing after the consonant.
Example Syllabification: Word is Hoping
Step 1. Look for contest. Word is Hoping

Check for Prefix and Suffix. Identify root words and suffix? Root is hope and suffix is -ing,
When suffix starting with vowel added to VCe word, final
Hope/ing
silent e is dropped.
Step 2. Underline the Vowels. Hope / ing
Step 2. If we divide this word before the consonant, we get an open
syllable—‘ho’ with a long ‘o’. ‘Ho’’ ping’. Ho/ pe / ing (Lo, with a long o).
Syllable strategy When there is only one consonant between the vowels,
sometimes the vowel is long and sometimes it is short, if a vowel is followed by 1 consonant, try dividing before
the consonant. If that doesn’t work, try dividing after the consonant.
Example Syllabification: Write locate on the board.
Step 1. Look for contest. Word is Locate

Step 2. Check for Prefix and Suffix. Identify root words and suffix? no
Step 3. Underline the Vowels. Do not mark silent e. locate
Step 4. There is only one consonant ‘c’ between the vowels 1st Vowel
‘o’ and 2nd vowel ‘a’. Let’s divide before the consonant ‘c’, Lo/cate
The first syllable is lo, lo. It is an open syllable with a long
vowel sound. So, mark it with a line over the vowel.
The second syllable is c-a-t-e, cate. It is a VCe syllable with a
long vowel sound. Mark that vowel, too.
Step 5. Check for context Yes, its make sense, So, the word is
lo/cate, locate.

When there is only one consonant between the vowels, sometimes the vowel is long and sometimes it is short,
Apply the syllable strategy to these words.
 First, try dividing before the consonant and pronouncing the word with a long vowel.
 If that doesn’t work, then try dividing after the consonant which will give you a short vowel.
Example Syllabification: Word is cabin
Step 1. Underline the Vowels. cabin

Step 2. There is only one consonant ‘b ’between 1st Vowel ‘a’ and 2nd
Vowel ‘i’ . Try dividing before the consonant with a long ca/ bin
vowel
Step 3 Look for the contest, 1st Syllable is ‘cā/’ which is open
syllable, with a long vowel sound Then the word would be cā-bin,
but that‟s not a word.
Step 4 Try dividing root word ‘cabin’ after the consonant, with a
short vowel. Cab/in
Step 5 Look for the contest, 1st Syllable is ‘cab’ which follow CVC Then the word would be pronounced
pattern, and second syllable is ‘in’ which is also a CVC cab/in, So, the word is cabin.”
syllable.
Conclusion 1st Syllable is ‘cab’ which follow CVC pattern, and second syllable is ‘in’ which is also a CVC
syllable.

Example Syllabification: Word is solid
Step 1. Underline the Vowels. solid

Step 2. There is only one consonant ‘l ’between 1st , Vowel ‘o’ and 2nd so/lid
Vowel ‘i’ . Try dividing before the consonant, the first syllable
would be so which is an open syllable with a long vowel.
Step 3 Look for the contest, 1st Syllable is ‘so/’ which is open Then the word would be so-lid. But
syllable, with a long vowel sound that isn’t a word.
Step 4 Try dividing root word ‘solid’ after the consonant, with a short The first syllable would be sol, a
vowel. CVC syllable, and the word would
be sol-id.
Step 5 Look for the contest, 1st Syllable is ‘sol’ which follow CVC Then the word would be pronounced
pattern, and second syllable is ‘id’ which is also a CVC sol/id, So, the word is solid.
syllable.
Conclusion 1st Syllable is ‘sol’ which follow CVC pattern, and second syllable is ‘id’ which is also a CVC
syllable.

Example Syllabification: Word is am/bu/lance.
Step 1. check the context Word is am/bu/lance.

Look for Chunks. ‟ I don’t see any compound words or
any prefixes or suffixes.
Step 2. Underline the Vowels (except for the final e). ambulance.
There is 2 consonant ‘m’ and ‘b’ between 1st vowel ‘a’ and 2nd, am/bulance.
vowel ‘v’, first division occur between consonant ‘m’ and ‘b’
Step 2. After 1st syllable word left is ‘bulance’. There is only one am/bu/lance.
consonant ‘l ’between 2nd, Vowel ‘u’ and 3rd Vowel ‘a’. Try
dividing before the consonant, the 2nd syllable would be an
open syllable with a long vowel sound, and 3rd syllable ‘lance’
is a VCe syllable.
Step 3 Check the Context. Yesterday I rode in an ambulance with my Then the word would be
father. ‘am/bu/lance.’ And it makes sense
Conclusion Ambulance. [NOTE: Add the correct stress when you put the word together.]
1st syllable is ‘am’ is an cvc syllable with a short ‘a’ sound.

2nd syllable is ‘bu’ which is an open syllable with long ‘U’ sound. And 3rd syllable is ‘lance’
Word for practise: Syllabification:

1. sol/id 2. lim/it 3. pro/tect 4. co/zy
5. sev/en 6. le/gal 7. grav/el 8. na/vy
9. pan/el 10. com/et 11. kil/o/gram 12. pan/to/mine
13. spoken 14. wagon 15. minus 16. vacant
17. denim 18. product 19. unite 20. unwise
21. cactus 22. disconnected 23. crazy
Activity, Syllabification:
1. lō / cāte 2. vā / cāte 3. hū / man 4. rī / ding
5. trī / pod 6. sol/id 7. lim/it 8. pro/tect
9. co/zy 10. sev/en 11. le/gal 12. ū / nit
13. hō / bō 14. rō / dent 15. fī / nal 16. pō / tā / tō
17. grav/el 18. na/vy 19. pan/el 20. com/et
21. kil/o/gram 22. pan/to/mine
Additional Words for Re-Teaching:
silent, vacant, brutal, focus, digraph, total, apron, April, vocalize, naval.
Syllable Division
1. Nosy no/sy 2. Bubble bub/ble

3. Gamble gam/ble 4. Rodents ro/dents
5. Vocalize vo/cal/ize 6. Sympathy sym/pa/thy
7. Tentacle ten/ta/cle 8. Spectacle spec/ta/cle
9. Relative rel/a/tive 10. Cabin cab/in

Example Syllabification: Write Toxins on the board.
Step 1. check the context Word is Toxins.

Step 2. 1. First, Look for Chunks. I see the suffix—s, I don ‘t root word is ‘Toxin’ and suffix is s,
sees any other chunks. Put a slash between root word Toxin/s
and suffix s.
Step 2. Underline the Vowels in root word. Toxin/s
Step 3. There is only one consonant ‘x ’between 1st, Vowel ‘o’ and 1. To/ xin /s,
2nd Vowel ‘i’. Try dividing before the consonant ‘x’, The first
Word would be pronounced zin.
syllable is t-o, that’s an open syllable, so the vowel would be
To-zin. That’s not a word, try
long—tō. The next syllable would be x-i-n, that’s a CVC
dividing after the x.
syllable.
Step 4. The first syllable is t-o-x a CVC syllable with a short vowel— Tox / in /s,
tox. Then the rest is i-n. That’s another CVC syllable and a
common syllable—in.
Step 3 Check the Context. Putting them together, I get tox-in, toxin. I‘ve heard that word. It‘s a poison.
Conclusion The first syllable is t-o-x a CVC syllable with a short vowel—tox. Then the rest is i-n. That’s another
CVC syllable and a common syllable—in.

Example Syllabification: Write exhibit on the board.
Step 1. check the context Word is Toxins.

Step 2. First, Look for Chunks. I see the prefix ex-, I don ‘t sees any Recognize ex, which is often a
other chunks. Put a slash between prefix ex- and root word prefix. Put a slash around the ex.
exhibit
ex / hibit
Step 2. Underline the Vowels in root word. ex / hibit
Step 3. There is only one consonant ‘b ’between 2nd, Vowel ‘i and ex / hi /bit, the word would be /ex/
3rd Vowel ‘i’. Try dividing before the consonant ‘b’, The first /hī/ /bit/.
syllable is h-i, that’s an open syllable, so the vowel would be
long—hi. The next syllable would be b-i-t, that’s a CVC
syllable.
Step 4. Check the Context I don ‘t recognizes that word. ex /

hi /bit
Step 3 So, try dividing after the consonant. Erase the slash before ex / hib / it/.
the b and put it after the b, Now h-i-b is a CVC syllable—
hib. Ex – hib – it.
Check the Context again Exhibit. That is a word I know.

Conclusion NOTE:
The h in exhibit is actually silent. If students realize this, then remind them that this is a case where
they need to be flexible.
1. gentlemen gen / tle / men

2. movement move / ment
3. unruly un / ru / ly
4. cohesive co / he / sive
5. renovate ren / o / vate
6. deducted de / duct / ed
Activity Book: Syllabification (with stress marks)
1. gentlemen gen΄/ tle / men

2. movement move΄/ ment
3. unruly un / ru΄/ ly
4. cohesive co / he΄/ sive
5. renovate ren΄/ o / vate
6. deducted de / duct΄/ed
Activity: Find the Schwa
1. ran΄/ dom 6. ab / so / lute΄

2. lar΄/ ce / ny 7. fan΄/ ta / sy
3. a / gen΄/ da 8. mod΄/ i / fy
4. fu΄/ gi / tive 9. sym΄/ pa / thy
5. spec΄/ ta / cle 10. at / ten΄/dant
Syllable strategy spelling rule, ‘y to i rule’

This is the rule
When a word ends in a consonant and a y, we change the y to an i unless the ending begins with i.
If we are adding the ending s, then we change the y to i and add es.
Example Syllabification: Write business on the board
Step 1. Check the context Word is business

Step 2. First, Look for Chunks. I see the suffix -ness, I don ‘t sees any Root is busy and suffix is ‘ness’
other chunks. Put a slash between prefix and root word and
busy / ness = business
Suffix -ness, when we added the suffix -ness to the word
The y changed to an i.
Step 2. Underline the Vowels in root word. busy / ness

Step 3. first syllable is ‘busy’ is CVC syllable and 2nd syllable ‘ness’ is
a suffix.
Conclusion NOTE:
Business is a word that many people misspell. If you realize that it is just busy + ness, it is not hard to
spell.”

This is the rule
Example Syllabification: Write guys on the board.
What is the root word in guys?” Root word is ‘(guy)’ and suffix is -s
We have a root word ending in y and we are adding an The word doesn’t end in consonant + y. It ends in
ending that doesn’t begin with an i. So, why don’t we a vowel + y. You have to have a consonant before
change the y to an i? the y to change the y to an i.
Write spying on the board. Root word is ‘(spy)’ and suffix is -ing
Why didn’t we change the y in spy to an i? It looks weird to have 2 i’s together, so we don’t
change the y to an i if the suffix begins with an i.
The suffix begins with an i(Vowel).
study-studied, petty- pettiness, penny-penniless, happy-happiness, annoy-annoyance,

annoyed.
Activity: Add the suffixes to the root words, applying the y to i rule
(When a word ends in a consonant and a y, we change the y to an i unless Suffix, ending begins
with i.)
Parts of Words
1. carry + ed carried 7. busy + er busier
2. study + ous studious 8. hurry + ing hurrying
3. greedy + er greedier 9. beauty + ful beautiful
4. ninety + eth ninetieth 10. annoy + ed annoyed
5. supply + ing supplying 11. copy +ed copied
6. enjoy + ing enjoying 12. rely + able reliable

Let me show you an example: cry + s = cries. The y was changed to i and e-s was added.
Write spy + s on the board.
To add to the y to i spelling rule. spy + -es = spies
This word follows our addition to the rule. Spy ends in a
consonant plus y, so I have to add –e-s.
Activity: Extending the Pattern

1. carry + s carries 4. deny + s denies
2. copy + s copies 5. spy + s spies
3. supply + s supplies 6. baby + s babies

Fry-fries, apply-applies, applied, comply-complies, complied, lay+ed= laid, family-families, day-
days, silliness.

This is the rule
When a word ends in a consonant and a y, we change the y to an i unless the ending begins with i.”
Example Syllabification: Write military on the board.
Step 1. Check the context Word is military

Step 2. Look for chunk. I don ‘t really sees any prefixes or
suffixes that I recognize.
Step 2. Underline the Vowels in root word. military
Step 3. There is only one consonant between the i’s. So, try /mī/. mi / li / ta /ry
There is one t between the i and a. So, try /lī/. The next
syllable would be t-a. So, it would be /tā/.
Step 4. Say the word with long vowel sounds. That’s not right.
Step 5. I know if I divided after the consonants, I ‘d get CVC syllables The word is military.
and they have short vowels. The first syllable would be /mil/.
Step 6. Let ‘s check it in the context: The military insists that its That makes sense.
members are in top physical shape.
Conclusion NOTE:

This is the rule
When a word ends in a consonant and a y, we change the y to an i unless the ending begins with i.”
Example Syllabification: Write testified on the board.
Step 1. Check the context Word is testified

Step 2. Look for chunk. I really sees any suffix ‘-ed’ that I recognize. Root word is : testify and suffix = -
ed
Step 2. Underline the Vowels in root word. testify
Step 3. There is two consonant ‘s’ and ‘t’ between the 1st vowel ‘e’ tes / tify
and 2nd vowel ‘i’. so, divide between two consonant ‘s’ and ‘t’
There is one consonant between the two is. I‟ll divide tes / ti / fy /ed
before it. The first syllable is CVC so the vowel should be
short: /tes/. The second syllable is open, so try /tī/.
Step 4. The ed ending can have 3 pronunciations: /d/, /t/, or /ed/. /tes/ - /tī /- /fied/.
Be flexible and try all 3 until I get the word.
The word changed a y to i when the -ed was added. So, the
word is /tes/ - /tī /- /fied/.
Step 5. The vowel in an unstressed syllable is often a schwa. So, /tes/ - /tī /- /fied/.
make the first i a schwa. The word is testified.
Step 6. Let ‘s check it in the context: The military insists that its That makes sense.
members are in top physical shape.
Conclusion NOTE:

Example Syllabification: Write subzero on the board.
Step 1. Check the context Word is subzero

Step 2. Look for chunk There is prefix sub- attached to root word Prefix is ‘sub’ and root word is
‘zero’. ‘zero’. Sub/zero
Step 2. Underline the Vowels in root word. Sub/zero

Step 3.
Step 6.
Conclusion NOTE:
Activity: Apply the Rule Spelling Rules
Rule 3. Dropping the Silent e in VCe Syllables.

When a word ends with a silent e, drop the e when you add a suffix beginning with a vowel.
Rule 4. Doubling the Final Consonant in CVC Syllables.
If a one syllable root word ends in one consonant with one vowel before it, double the final
consonant of the root word if the suffix begins with a vowel.
Rule 5. Changing y to i Pattern.
When a word ends in y,
 change the y to an i when adding a suffix except when the suffix is –ing).
 If we are adding the ending s, then we change the y to i and add es.
Word After applying Rule
rot + en rotten 4
safe + er safer 3
complete + ly completely 3
luck + y + est luckiest 5
drum + er drummer 4
lone + ly + ness loneliness 3, 5
sure + ly surely 3
shine + ing shining 3
strip + ed stripped 4
carry + ing carrying 3
brave + ly bravely 3
carry + ed carried 5
Syllable strategy
Example Syllabification: Write negligence on the board.
Step 1. Check the context Word is negligence

Step 2. Look for chunk I don’t recognize any prefixes or
suffixes
Step 3. Underline the Vowels in root word. negligence

Step 4. Between the e and i, there are 2 consonants ‘g’ and ‘l’, so neg / ligence
divide between them.
Step 5. Word left is : ‘ligence’ Between the i and e, there is only one neg / li / gence
consonant, so Divide before the g
Step 6. Let’s see if can get the word now, Pronounce the word with That just doesn’t sound right. I
alternate pronunciations. l-i is an open syllable. Try a long i: remember that sometimes the vowel
negligence in an open syllable in the middle of
the word is a schwa.
Step 7. Check for contest. I‟ll try that: /neglәgence/. That makes sense to me.
Let me try that word in the sentence: The accident was an
unintended result of negligence
Conclusion .
1. in / mate 5. syn / thet / ic
2. hope / less / ly 6. e / lec / tion
3. ac / com / plish / ing 7. a / dop / tion
4. pun / ish / ment 8. in / ten / sive
Syllabification:
Example: reduction re/duc/tion
1. Translation trans/la/tion
2. Completion com/ple/tion
3. Calculation cal/cu/la/tion
4. Refinish re/fin/ish
5. Astonishment as/ton/ish/ment
6. Shamefulness shame/ful/ness
7. Spiteful spite/ful
8. Development de/vel/op/ment
9. Unlikely un/like/ly
10. Gratefulness grate/ful/ness
Strategy for Reading Multisyllabic Words.

Step 1. Check the Context Read the rest of the sentence and see if you can figure out the word
from context.
Step 2. Look for Chunks Is it a compound word? rain / bow.
Is there a prefix or suffix? un / help / ful
Step 3. Divide the Word and • Underline each vowel or vowel pair. Don’t mark silent e (as in
Say Each Syllable make).
• If a vowel is followed by 2 or more consonants, divide between the
consonants, keeping blends and digraphs together.
Example: Sep / tem / ber con / struct tur / tle
• If a vowel is followed by 1 consonant, try dividing before the
consonant. If that doesn’t work, try after the consonant.
Example: ra / dar lim / it
• Look for the syllable pattern
Step 4. Be Flexible Try putting the stress on different syllables.
Remember the schwa sound.
Step 5. Check the Context Re-read the sentence to make sure it makes sense.
Digraph vowels: ai, ay, ee, ey

In a vowel digraph we have two vowels that work together to represent one sound. For Example, in the word wait
the letters a and i make the long /a/ sound.
The letter y can act as either a vowel or a consonant.
Example: main, street, meet, greet, Sunday, May, three, day, play, money, rain, green, valley.
What are the vowel combinations that represent each sound? ai, ay = /ā/, ee, ey = /ē/, Notice that they
have the same long vowel sound that we
find in the VCe syllable.
1. What are the vowel combinations that represent the sound /ā/? 1. (ai, ay= /ā/)
2. What are the vowel combinations that represent the sound /ē/? 2. (ee, ey = /ē/)
Where do we find the a-i and the a-y in words? ai is used in the middle of words and
ay is used at the end.)
Where do we find the e-e and e-y? ee is used in the middle of words.
ey is used at the end.
The vowel digraph e-y has two sounds. 1. (/ē/)
1. What is the sound that e-y represents in key? 2. (/ā/)
2. What is the sound that e-y represents in they?
(/ē/), So, we have three letters in this word,

The first word is key. Please segment the word into each of its but only two sounds. The digraph or letter
sounds.” (/k/ /ē/), These two letters make which sound? combination in this word is (e-y)

ai-plain, stain, grain, claim, ay bay, clay, stay, May, ee feet, screen, seen, weed, -ey monkey, alley, hockey, Jersey.
List the words by their vowel sounds in the appropriate column.

/ā/ /ē/ /ā/ /ē/
main street Sunday meet
May greet day three
play money rain green
valley
Activity
 Sort them according to the sound that e-y represents. Write each word under the key word that matches its
e-y sound.
 Words in English that end in e-y and have the long a sound.
key they key they
parsley hey chimney obey
money survey turkey prey
valley
Activity: Syllable Division

The word is maiden.
Step 1. Look for contest The word is maiden.
Step 2. Underline the vowels, a-i and the e. I underline the a-i as maiden.
one vowel because the digraph a-i represents one sound, /ā/.
Step 3. There is one d between the vowels. I will try dividing mai / den.
before the d. The pronunciation of the first syllable would
be /ā/.
Step 4. Look for chunk There is the suffix, -en, and the
root maid.
Word Syllabification word Syllabification
maiden mai/den remainder . re/main/der
Hockey/pokey ho/key-po/key jamboree jam/bor/ee
appraisal ap/prais/al fifteen fif/teen
chimney chim/ney repairman re/pair/man
mainstay main/stay prayer pray/er

Word is fifteen.
Step 1. Look for contest The word is fifteen.

Step 2. Look for chunk There is no prefix and suffix
Step 2. Underline the i and the e-e i.e. fifteen The vowel pair in the fifteen
second syllable is a digraph and that the two e’s make one
sound. So
Step 3. There are 2 consonants ‘f’ and ‘t’, between the i and the e-e, fif / teen
divide between the f and the t.
Step 4. The first syllable is a CVC with a short vowel. That would So, the word is fifteen.
be /fif/ and the second syllable is /teen/. The double e-e has
a long e sound.
Step 5. Let me check the context again. It’s make sense.
“Vaneeda is fifteen and wants more blank from her parents.
Digraph vowels: oa, ou, ow
In a vowel digraph we have two vowels that work together to represent one sound.
1. Sometimes 2 vowels come together to form a vowel digraph that makes a new sound that is neither a short vowel
nor a long vowel.
2. There are 2 ways to spell /ou/: o-u and o-w.
3. The digraph o-w can also be pronounced like a long o: /ō/.
Note: w can sometimes be used as a vowel. That is why we call o-w a vowel digraph.
There are 2 ways to spell the sound /ou/? /ou/: o-u or o-w.
Write eyebrow on the board. Vowel digraph o-w and represents the sound /ou/
in eyebrow.
Eyebrow is a compound word. Syllable division: Eyebrow =
eye/brow
The second syllable is brow. If I segment it, the sounds are /b/
/r/ /ou/.
The vowel digraph ow represents the sound /ou/.
Write: long o sound? ow or oa.
ou as in loud = ou or ow
Three Spellings for Long o. 1. o-consonant-e
Additional Words for Re-Teaching: VCe-stone, chose, broke, 2. o-a and
oa- float, load, toad,
3. o-w.
ow- glow, flow, widow.
1. What about the sound of o-u? 1. (It has the sound /ou/.)
2. Any other sound? 2. NO
What about the sound of o-w? It has 2 sounds. ou can represent either /ou/ or
/ō/. When ow represents the sound /ō/, it comes
at the end of words.
1. How many spellings did you find for the sound /ou/? 2 Spelling, 1. o-u and 2. o-w
o-w has 2 sounds. What are they? 1. /ou/ and 2. /ō/
1. What sound does o-a represent? 1. (Long o; /ō/)

2. Does the o-a have any other sound? 2. NO
Write Shadow on the board. the o-w in shadow represents the sound of a long
o: /ō/.
Syllable Division: Shadow= Sha/dow, Second Syllable is dow,
Shadow has the vowel digraph o-w. and consider as open
syllable
ow- growl, owl, frown, below, billow, oa-boast, goat, toast, coat ou-sound, couch, scout, count
Hints about spelling the vowel digraphs o-u and ow.
1. o-w is the most common way to spell the long o sound at the end of word. Example: snow, low, show.
2. Use o-w at the end of word for the /ou/ sound. Example: cow, now, eyebrow
3. o-u appears in the middle of words more often than o-w. Example: out, mouth, loud

ou-amount, pound, found, ow-drown, gown, growl
The word is appointment.
Step 1. Look for contest The word is appointment.
Step 2. Look for chunk, I recognize Suffix -ment. appoint / ment
Step 2. Underline Vowel the ‘a’ and the ‘o-i’. The vowel pair in the appoint / ment
second syllable is a digraph and that the ‘oi ’make one
sound.
Step 3. There are two p‟s between the vowels. Divide between ap / point / ment
them. The first CVC syllable would be /ap/. I recognize
the next syllable which is a root word: point.
Step 4. Check the contest: Ap-point-ment. It’s made sense.
Step 5. Look for Schwa Sound: I just have to make the first a ‘a’ and I have got the word: appointment
schwa,
Activity
 Sort these words by the sound that the vowel digraphs make.
 Notice that I said the sound. So, the words in each column will have the same vowel sound but not
necessarily the same spelling.
/ō/ as in go /ou/ as in loud /ō/ as in go /ou/ as in loud
boat out low town
coast noun mow cow
throat cloud follow now
loan around window allow

The word is discount.
Step 1. Look for contest The word is discount.
Step 2. Look for chunk There is no prefix and suffix
Step 2. Underline the i and the o-u . The vowel pair in the second discount
syllable is a digraph and that the ‘ou ’make one sound.
Step 3. There are 2 consonants ‘s’ and ‘c’, between the i and the ‘o- dis / count
u’, divide between the ‘s’ and the ‘c’.
Step 4. The first syllable /dis/ is a CVC with a short vowel. and the dis / count
second syllable is /count/. The ‘o-u’ has a long /ou/ sound.
Step 5. Let me check the context again. It’s made sense.
Digraph vowels: oi, oy, oo
In a vowel digraph we have two vowels that work together to represent one sound. For Example, in the word wait
the letters a and i make the long /a/ sound.
The letter y can act as either a vowel or a consonant.
Example: main, street, meet, greet, Sunday, May, three, day, play, money, rain, green, valley.
 The /oi/ sound can also be spelled o-y.
Where in a word do you find the spelling o-y? At the end of the word.
Where in a word to you find the spelling o-i? In the middle of the word.
The vowel digraph o-o has 2 pronunciations. What are they? 1. /ū/ (rhymes with boot) and
2. /oo/)
oi- choice, point, hoist, boil, anthropoid, -oo as in boot-root, soon, cool, troop, rooster, oo as in book- hook, stood,
wool, crook, wood.
1. un/der/stood 5. a/dult/hood
2. boy/cott 6. bam/boo/zle
3. ap/point/ment 7. an/noyed
4. hon/ey/moon 8. poi/son/ing
Digraph vowels: ea
Diagraph ea has three different sounds? 1. e-a usually represents the sound (Long) /ē/.
2. The second most common pronunciation of e-a is
(Short) /e/.
3. Finally, e-a sometimes represents (Long) /ā/.
How many sounds can you count in these (2, 3, 4) ( In each of these words we have the letters e
words’ tea, head, break? and a coming together to make three different sounds)
What sound does the e and a make in these long-e in tea,

words, tea, head, break?
short-e in head, and
long-a in break
1. increase= in/crease 6. Threatened= threat/en/ed

2. heavenly =heav/en/ly 7. Unbearable= un/bear/a/ble
3. unpleasant= un/pleas/ant 8. Endeavor= en/deav/or
4. displeased= dis/pleas/ed 9. Seamstresses= seam/stress/es
5. preacher= prea/cher 10.weather= weath/er
r-colored Vowel
An r-colored syllable has an r after the vowel. The r changes the sound of the vowel.
We have three spellings, e-r, u-r, and i-r, but they are all pronounced the same way.
Just like many of the vowel digraphs, the r-colored vowels can have the same pronunciation but different
spellings. When an r follows a vowel and changes the pronunciation of the vowel so that it is neither long
nor short, we say that the vowel is an r-colored vowel.
Word is Derk Thurber.
Segment the name Derk into its sounds? /d/ /er/ /k/
How many sounds are in Derk? 3, There are four letters and three sounds. The letter
‘e’ doesn’t really have a sound. All you really hear
is the/r/.
Syllabication -r control vowels

Word is Thurber.
When r follows a vowel, the sound of the vowel is affected by the r. In Word Thurber, there are two
syllables.
Step 1. check for contest. Word is Thurber.
Step 2. Underline the vowel Thurber.
Step 3. We divide between the two consonants, the r Thur / ber
and the b.
Step 4. So, the first syllable is /thur/. Segment Thur /th/ /er/, So, Thur only has two sounds. The t-h
first syllable? represents the one sound, and the u-r also
represents one sound.
Pronunciation of R-controlled vowel

Write Derk, Thurber, and Redbird on the board.
Circle the er in Derk, the ur and er in Thurber, and the ir in Redbird.
How is the e-r pronounced in Derk? (/er/)
How is the u-r pronounced in Thurber? (/er/)
How is the i-r pronounced in Redbird? (/er/)
So, we have three spellings, e-r, u-r, and i-r, but they are all pronounced the same way. Just
like many of the vowel digraphs, the r-colored vowels can have the same pronunciation but
Conclusion
different spellings.
When an r follows a vowel and changes the pronunciation of the vowel so that it is neither
long nor short, we say that the vowel is an r-colored vowel.
Write Report and Form on the board. (These words (Report and Form) have an o that is colored by the r. )
What is the pronunciation of the o-r? (/or/)
Conclusion So, when o is followed by r, the pronunciation is often a little different from e-r, i-r, and u-r.
lure, church, burst, surf, start, sharp, shark, march, form, corn, north, storm, swirl, shirt, twirl, dirt.
Write early on the board.
Syllabification: ear/ly ear = (/er/)
What is the first syllable in the word early?
Conclusion A less common way to spell the sound /er/ is e-a-r.
Syllabification
-E-r is often used as a suffix indicating a person or thing that does something.
Example, a teacher is a person who teaches.
Syllabification- R controlled Vowels

Word is transportation.
Step 1. Look for Chunks. I see a prefix–trans and a suffix– trans/ porta / tion
tion. I‟ll put a slash around them
Step 2. Underline the vowel in root word trans/ porta / tion
Step 3. There are two consonants between the Vowel ‘o’ and trans/ por / ta / tion
the ’a’, so try dividing between them.
Step 4. “por is an r-colored syllable, ta is an open syllable, Blend the syllables. trans por ta
Try a long a. tion. That is a word.
Step 5. Check for contest: I am having trouble finding It’s made sense.
transportation to the gathering.
r-Colored vowels; Suffixes –or and -ard

Objective
To learn spellings of the r-colored vowel pattern: a-r, o-r, -rr-, e-a-r, o-a-r and o-u-r
To learn the suffixes, -or, -ward.
To review the r-colored vowel pattern: e-r, u-r, i-r, and e-a-r Material.
Whenever you have a vowel followed by an r or two r’s, you must be flexible about trying different
pronunciations. We will look at a few of the pronunciations today.
They are all either pronounced the same way or similarly, depending on the dialect.
The words, ar, a-r-r, e-r, and e-r-r all have the pronunciation /air/ or something very similar.
E-r, o-r, and a-r are found as endings to words.
How many spellings for the sound /or/ have? 3,

1. o-r
2. o-a-r
3. o-u-r
Additional Words for Re-teaching: horse, shore, store, roar, soar, overbear, pearl, court, worth.
Activity: Add the correct ending (e-r, o-r, or a-r) to the word.
1. The most common way to spell /er/ at the end of a word is: e-r
2. The least likely spelling of /er/ at the end of a word is: a-r
3. When the ending /er/ is used as a suffix meaning someone or something that does something, it is usually
spelled o-r when it follows the letter: t
4. When a word ends with the suffix w-a-r-d or the syllable a-r-d, the pronunciations are /w-er-d/ or /er-d/.
Word Word-ending Word Word-ending
jok joker fath father
dinn dinner act actor
regul regular dang danger
edit editor simil similar
visit visitor invent inventor
calend calendar popul popular
doct doctor pow power
teach teacher murd murder
Activity: Underline the correct spelling of the word.

Spell1 Spell2 Spell3
corner cornar cornor
forwerd forward forwird
earth erth oarth
cary ceary Carry
doller dollar Dollur
protector protecter protectir
sneek sneak Sneke
shout showt Shawt
dred dreed Dread
poyson poison Poason
Syllabification- R controlled Vowels

Word is expiration.
Step 1.
Look for Chunks. I see a prefix–ex and a suffix– Ex/pira/tion
tion. Put a slash around them.
Step 2. Underline the vowel in root word
Ex/pira/tion
Step 3. Ex/pi /ra/tion
There is one consonant ‘r ’between the vowel ‘I’
and the ‘a’, so try dividing before consonant r.
Step 4. Ex/pi /ra/tion
That gives me the open syllable ‘pi’ and the open
syllable ‘ra’.
Step 5. It is expiration.
Check for contest, that second syllable is an r-
colored syllable.
Activity: Choose the Correct Ending

Add –er, -or, or –ar to the ends of these words.
Syllables with r-colored vowels often appear at the ends of words.
Vowel digraphs and r-colored vowels
A digraph is when two vowels come together to represent one sound or a new sound that is neither a short
vowel nor a long vowel.
An r-colored vowel occurs when an r follows a vowel and changes its usual sound.
inventor father editor
cellar paper conductor
bigger calendar popular
over regular order
Activity: Spelling by Syllable
Syllabification ːDividing words into syllables is the key to making spelling and reading words easier
word Syllable word Syllable
inventory in ven tor y employer em ploy er
American A mer i can afternoon af ter noon
enlargement en large ment parenthood par ent hood
Activity syllabification
Activity: Using your strategy for syllabification, divide these words into syllables.
word Syllabification word Syllabification
affordable af/for/da/ble alternative al/ter/na/tive
carpenter car/pen/ter refugee ref/u/gee
appointment ap/point/ment entertainment en ter tain ment
Activity:
 Syllable pattern -Cle.
 Soft and Hard C.
All you have to remember is that c is almost always pronounced /s/ when followed by e, i or y. When
anything else follows it, it sounds like a /k/.” (Examples: cat, cut, cot)
Soft C (cell) Hard C (Cut) Soft C (Cell) Hard C (Cut)

flounce captive sincere crocodile
excite conduct census calculate
success success cyclone cyclone
Hard C: cap, cop, cub, coach, cue, candy, cupid, coin, cook.
Soft C: cent, cedar, civil, civic, circle, recycle, celery, fence, bouncy.
Syllabification- Soft and Hard C

Word is precipitation.
Step 1. Word is precipitation.
Check the context. Do you know how much blank
has fallen this blank?
pre / cipita / tion
Look for Chunks. There is a prefix–pre and a
suffix–tion.
Step 2. Underline the vowel in root word pre / cipita / tion
Step 3. There is single consonants ‘p’ between two ‘i’, Divide pre / ci / pita / tion
before the consonant ‘p’
Step 4. There is single consonants ‘t’ between vowel ‘I’ and pre / ci / pi / ta / tion
‘a’, Divide before the consonant ‘t’
Step 5. prē cī pī tā tion. That’s not a word
Check the contest: Those are open syllables, Say correct Word.
them with long vowels. The c must be soft because
it’s followed by an i.
Step 6.
Divide after the p. That gives, prē/ cīp/ī /tā /tion.
Step 7. Check for contest: That must be precipitation. It’s made sense.
Precipitation means rain, so the context was right.
Soft and Hard Sounds of g
When g is followed by anything except e, i, or y, it is almost always pronounced /g/. We call this /g/ the
hard sound.
G is pronounced /j/ when followed by e, i, or y, or in other word when g is followed by e, i, or y, it

most often is pronounced /j/. We call this /j/ the soft sound.
Soft g (gem) Hard g (gas) Soft g (gem) Hard g (gas)

rage game gel goat
ology good gentle struggle
age graph merge gamble
Hard g: gate, Morgan, kangaroo, garden, golf, gown, goose, gulp, seagull, figure, regular, gurgle,
engage.
Soft g: gym, gymnast, generation, general, germ, gigantic, legend, logic, religion, ginger, surgical.
Soft and Hard Sounds of g
≈ Write exchange + able and peace + able on What letters come before the e in these words? (g
the board. and c)
We need the e to be there to keep the g or the c soft.
Do exchange and peace end in a silent e? (yes) Otherwise, they would be hard because the suffix begins
with an a
Does -able begin with a vowel?
(yes), Does the drop the silent e rule tell us to

drop the silent e?” (yes), but we don’t drop the e
in these words.”
Write the Words
1. change + able = changeable 3. trace + able= traceable
2. notice + able = noticeable 4. manage + able= manageable
traceable, enforceable, replaceable, serviceable.
Syllabification- Soft and Hard C

Word is generations
Step 1. Word is generations

Check the Context. For many blanks my family
lived in blank.
genera / tions
Look for Chunks. There is a suffix–tion.
Step 2. Underline the vowel in root word genera / tions
Step 3. There is single consonants ‘n’ between two ‘e’, ge / nera / tions
Divide before the consonant ‘n’
Step 4. There is single consonants ‘r’ between vowel ‘e’ and ge / ne / ra / tions
‘a’, Divide before the consonant ‘r’
Step 5. That’s not a correct Word.
Check the contest: Word ge,ne,ra are open
syllables, so I’ll say them with long vowels. The g
must be soft because it’s followed by an e. gē nē rā
tion.
Step 6.
Divide after the n and r, that gives me g-e-n, gen, gen / er / a / tions ,
and e-r, er. gen /er /a /tion, gen er a tion.
Step 7. It’s made sense.
Re-Check the Contest: The word is generation=
gen /er /a /tion,
Reading Multisyllabic Words
Step 1. Check the Context. Read the rest of the sentence to see what might make sense.
Step 2. Look for Chunks. Look for compound words and prefixes and suffixes
Step 3. Divide the Word and Say the Syllables. You underline the vowels; if there are two or
more consonants you divide between them keeping the vowels together. If there is only one
consonant, you try dividing before the consonant; if that doesn’t work you try after the
consonant.
Step 4. Look for the stress and think about schwa sounds.
Step 5. Check the Context again to see if it makes sense.
Divide the Words

Group 1: Look for Chunks -- compound words and prefixes un/will/ing/ly, dis/hon/est,
and suffixes. im/poss/ible, in/ac/cur/ate,
in/ter/act/ive, sub/scrib/ing OR
Put slash around the prefixes and suffixes and
sub/scri/bing
divide the root into syllables.
Group 2: Divide the Syllables. These words have two or com/bat, spec/trum, pen/ny,
more consonants between the ex/tract, wig/gle,
vowels. ac/com/plish/ment
Group 3: Divide the Syllables. These words have one re/flect, cab/in, e/vil dev/il,
consonant between the vowels. u/til/ize, ren/o/vate
Group 4: Divide the Syllables. These words are a e/las/tic, in/tim/i/da/ting,

combination of all of the syllable patterns above. im/pro/vise, man/ip/u/late,
sym/pa/thy, un/pro/fes/sion/al
Group 1: Look for Chunks -- compound words and prefixes and suffixes.
Put Slash around the prefixes and suffixes and divide the root into syllables.
Group 1
Impossible: This could be divided by boxing the suffix (im/poss/ible); these leaves two
syllables. Or it could be divided by the division rules (im/pos/si/ble).
Subscribing: This could be divided by taking off the –ing and recognizing that an e had been
dropped from subscribe (sub/scrib/ing). Or it could be done by the division rules (sub/scri/bing),
giving an open syllable scri.
Word Suffix Root word Prefix

unwillingly Un will ing, ly
dishonest Dis hon est
impossible Im posse -ible
inaccurate In accur -ate
in/ter/act/ive In ter/act -ive
subscribing sub scribe -ing
Group 2
 Divide the Syllables. These words have two or more consonants between the vowels.
Group 3
reflect: Explain that although there are two consonants (f and l), the fl is a blend and stays
together in this word. So, there is an open syllable ending in the long vowel, followed by a closed
syllable beginning with a blend. They may also see the prefix, re. evil, devil.
Word Syllabication
combat com/bat
Spectrum spec/trum
penny pen/ny
Extract ex/tract
wiggle wig/gle
Accomplishment ac/com/plish/ment
Group 3:
 Divide the Syllables. These words have one consonant between the vowels.
When there is one consonant, students first try dividing after the vowel as in evil. If that does not
work, they should try dividing after the consonant as in devil.
Word Syllabication
reflect re/flect
cabin cab/in
evil e/vil
devil dev/il
utilize u/til/ize
renovate ren/o/vate
reflect:
Explain that although there are two consonants (f and l), the fl is a blend and stays together in this
word.
So, there is an open syllable ending in the long vowel, followed by a closed syllable beginning
with a blend.
They may also see the prefix, re. evil, devil: When there is one consonant, students first try
dividing after the vowel as in evil.
If that does not work, they should try dividing after the consonant as in devil.
Group -Cle:
 Divide the Syllables. the –gle is a Cle syllable
wiggle: Remind students that the –gle is a Cle syllable and is very regular, spectrum, extract, accomplishment:
Remind students that blends (e.g., tr) remain together if there are three or four consonants. Tell them to look
for blends and keep them together.
Word Syllabication
Group 4:
 Divide the Syllables. These words are a combination of all of the syllable patterns above.
improvise, sympathy, intimidating: All of these words have schwa sounds (pro, pa, i). This is very common in
long multisyllabic words. You might point out one or more of these schwa sounds.]
Word Syllabication
elastic e/las/tic
intimidating in/tim/i/da/ting
improvise im/pro/vise
manipulate man/ip/u/late
sympathy sym/pa/thy
unprofessional un/pro/fes/sion/al
Common syllable division patterns

Pattern Generalization Examples Comments
Compound In a compound word, divide back/pack, To be a true compound word, each of the
between the two smaller lamp/shade, smaller words must carry
words. bed/room, meaning in the context of the word (e.g.,
bath/tub, carpet is not a compound
work/book word, because a carpet is not a pet for your
car or a car for your pet).
VCCV If a word has a VCCV (vowel or/bit, ig/loo, There is an exception if the two consonants
-consonant-consonant-vowel) tun/nel, form a consonant digraph (a single sound), as
pattern, divide between the lan/tern, in bishop, rather, gopher, or method. In these
two consonants. tar/get, vel/vet cases, treat the word as a VCV word, not
VCCV (see below).
-CLE If a word ends in a consonant- ma/ple,
le syllable, always divide stum/ble, i/dle,
immediately before the -CLE nee/dle,
gig/gle,
mar/ble,
tur/tle
-VCV If a word has a VCV (vowel- hu/mid, ra/ven, To recognize the correct alternative, the child
consonant-vowel) pattern, mu/sic, needs to have the word in his/her oral
first try dividing before the go/pher; vocabulary. If the student does not recognize
consonant and sounding out plan/et, the correct alternative, the teacher can have
the# resulting syllables; if that com/et, tim/id, him or her try both options (e.g., hu/mid with
does not produce a bish/op, a long u vs. hum/id with a short u). Then, if
recognizable word, try meth/od, necessary, just tell the child the correct
dividing after the consonant. rath/er pronunciation of the word, with a brief
explanation of its meaning.
Prefix In word with a prefix, divide pre/view,
immediately after the prefix. mis/trust,
un/wise,
re/mind,
ex/port, un/veil
Suffix In a word with a suffix, divide glad/ly, Depending on its origin, the base word in a
immediately before the suffix. wise/ly, word containing prefixes or suffixes will not
sad/ness, always be a recognizable word. However, the
care/less, key point is that, when dividing a longer
hope/ful, word, prefixes and suffixes are units that
frag/ment, always stay together as patterns; never divide
state/ment, in the middle of a prefix or in the middle of a
na/ture, suffix.
frac/tion
Summary
RULES FOR SYLLABICATION

**Every syllable has one vowel sound.
**The number of vowels sounds in a word equals the number of syllables.
1. A one syllable word is never divided (safe, car, plane).
2. Divide a compound word between the words that make up the compound word.
Example: (rail • road, air • port, play • ground, foot • ball, tooth • brush).
3. When a word has a suffix with a vowel sound in it, divide the word between the base
word and the suffix. Example (help • ing, leav • ing, kind • ness, thank • ful).
4. When a word has a prefix, divide the word between the prefix and the base word.
Example (re • fresh, dis • count, mis • fit, un • tie).
5. When two or more consonants come between two vowels in a word, the word is usually
divided between the first two consonants. Example: (don • key, sis • ter, but • ter, hun • gry).
6. Consonant blends and digraphs are never separated. Example: (rest • ing, bush • el, reach •
ing).
7. When a word has a 'ck' or an 'x' in it, the word is usually divided after the ck or x.
Example: (nick • el, tax • i).
8. When a single consonant comes between two vowels in a word, it is usually divided after
the consonant, if the vowel is short, Example (lev • er, cab • in, hab • it).
9. When a single consonant comes between two vowels in a word, it is usually divided
before the consonant, if the vowel is long. Example: (ba • sin, fe • ver, ma • jor).
10. When two vowels come together in a word, and are sounded separately, divide the word
between the two vowels. Example: ( ra • di • o, di • et, i • de • a).
11. When a vowel is sounded alone in a word, it forms a syllable itself. Example: (grad • u •
ate, a • pron, u • nit).
12. When be, de, ex, and re are at the beginning of a word, they make a syllable of their own.
Example: (be • came, de • fend, ex • hale, re • main).
13. When a word ends in le, preceded by a consonant, the word is divided before that
consonant. Example: (pur • ple, fum • ble, mid • dle).
14. When a word ends in -ed, it forms a syllable only when preceded by 'd' or 't'. Example:
(start • ed, found • ed).
15. When ture and tion are at the end or a word, they make their own syllable. Example: (lo •
tion, pos • ture).
16. Divide between two middle consonants. Split up words that have two middle consonants.
Example: (hap • pen, bas • ket, let • ter, sup • per, din • ner)
Open syllables
If a syllable is open, it will end with a long vowel sound spelled with one vowel letter, there will
be no consonant to close it and protect the vowel (to-tal, ri-val, bi-ble, mo-tor). Therefore, when
syllables are combined, there will be no doubled consonant between an open syllable and one
that follows.
Consonant-le (C-le) syllables

Also known as the stable final syllable, C-le combinations are found only at the ends of words.
If a C-le syllable is combined with an open syllable — as in cable, bugle, or title — there is no
doubled consonant.
If C-le syllable is combined with a closed syllable — as in dabble, topple, or little — a double
consonant results.
C-le
C-le stands for Consonant-le. It’s usually the last syllable in a root word.
Not every consonant is found in a C-le syllable. These are the ones that are used in English:
-ble (bubble) -fle (rifle) -stle (whistle) -cle (cycle)
-gle (bugle) -tle (whittle) -ckle (trickle) -kle (tinkle)
-zle (puzzle) -dle (riddle) -ple (quadruple)
Syllables Sound
1. A single vowel in the middle of the word is usually short. CVC (A closed syllable)
Example: cab, met, picnic, hot, cut
A vowel is almost always short if it comes before a double consonant.
Example: dinner, diner super, super latter, later
2. A vowel at the end of a syllable is usually long. CV (A open syllable)
Example: va/ca/tion, be/cause, pilot, location, elocution
Digraphs are two letters that make one sound. Digraphs are never split apart when dividing a
word into syllables. Digraphs include but are not limited to: sh, ch, th, ph, wh, ck, si, ci, ti, kn,
wr, mb, gh, gn
Trigraphs are three letters that make one sound. Trigraphs are also never split apart when
dividing words into syllables. Trigraphs include but are not limited to: dge, igh, tch
Finding the Number of Syllables in a Word.

An important first step in dividing up a word into its syllables is knowing how many syllables
the word has.
1 vowel sound = 1 syllable.
If a word has 3 vowel sounds, Example, then it has 3 syllables.
Note: Vowel sounds, not actual vowels.
Example
The word “cupcake".
Has 3 vowels, But the e is silent. It only has two syllables because the vowel sounds, we hear are
the short u and the long a, 2 total vowel sounds.
2nd Method
1. Every syllable needs a vowel, so we can determine (usually) how many syllables there are
based on the number of vowels.
2. Vowel teams and diphthongs count as one syllable even if there are two vowels because they
work together to make one sound.
3. Silent e. The e doesn’t make a sound so it doesn’t get its own syllable.
The exception of course is the syllable type consonant -le. This syllable is found in words
like little, bubble, table.
You cannot hear the e, but it does get its own syllable. It buddies with the l before it and
the consonant before the l.
1. To find the number of syllablesː the number of syllables that you hear when you pronounce a
word is the same as the number of vowels sounds heard.
---count the vowels in the word,
---subtract any silent vowels, (like the silent "e" at the end of a word or the second vowel when
two vowels a together in a syllable)
---subtract one vowel from every diphthong, (diphthongs only count as one vowel sound.)
---the number of vowels sounds left is the same as the number of syllables.
Example:
The word "came" has 2 vowels, but the "e" is silent, leaving one vowel sound and one syllable.
The word "outside" has 4 vowels, but the "e" is silent and the "ou" is a diphthong which counts
as only one sound, so this word has only two vowels sounds and therefore, two syllables.
A syllable is a part of a word that has a vowel sound in it.
In the word baby, there are two syllables—ba and by. The word investment has 3
syllables—in/vest/ment.
Syllable Division Rules

Divide off any compound Split off the parts of compound words like "sports/car" and "house/boat".
words, prefixes, suffixes and
Divide off prefixes such as "un/happy", "pre/paid", or "re/write". Also divide
roots which have vowel
off suffixes as in the words "farm/er", "teach/er", "hope/less" and "care/ful".
sounds.
In the word "stop/ping", the suffix is actually "-ping" because this word
follows the rule that when you add "-ing" to a word with one syllable, you
double the last consonant and add the "-ing".
Examples: pre-view, work-ing, re-do, end-less, & out-ing
VC/CV: Divide between two Two consonants are between two vowels are split between consonants.
middle consonants.
Example per•hap, ac•cept, won•der, hap/pen, bas/ket, let/ter, sup/per, din/ner,
and Den/nis, buf-fet, des-sert, ob-ject, ber-ry, & pil-grim
The only exceptions are the consonant digraphs. Never split up consonant
digraphs as they really represent only one sound (ch, sh, th, wh, ng, nk, ck,
"th", "sh", "ph", "th", "ch", and "wh".)
Exampleː wish•ing, ring•ing, tough•er
VCV: If a word has one V/CV: If the first vowel is long divide after the vowel(divide before the
consonant between vowels, consonant)leaving an open syllable (Like the 'i' in line).
decide whether the first
Example: clo•ver, stu•pid, be•have di•ver, ba-by, re-sult, i-vy, fro-zen, & Cu-
vowel is long or short. pid
VC/V: If the first vowel is accented and short split after the consonant leaving
a closed syllable (Like the 'i' in mill).
Example: tep•id, drag•on cam•el, riv•er, met-al, riv-er, mod-el, val-ue, & rav-
age
Does the word end with If ʏes, divide right before the ‘le'.
‘ckle’?
Examples: tack-le, freck-le, tick-le, & buck-le
Does the word end with ‘le’ If ʏes, Is the letter before the ‘le’ a consonant?
(not ‘ckle’)?
ɪf ʏes, Divide 1 letter before the ‘le.’
Examples: ap-ple, rum-ble, fa-ble, & ta-ble
If NO i.e. (the letter before the ‘le’ is a vowel)
Do nothing.
Examples: scale, sale, file, & tile
V/V V/V CV/V, CV/VC, and When there are two vowels next to each other, but they are not vowel teams
CV/VVC syllable division or diphthongs (more than one letter making one sound together),
rule
then we split between the word between those two separate vowel
sounds.These two vowels do not share a sound. Example: ra•di•o, ca•me•o,
a•lo•ha, Examples: tri-o, po-em, li-on, be-ing, & cu-ri-ous, pre-view, work-
ing, re-do, end-less, & out-ing
Example : we divide the word “diet” between the i and the e,
However, in a word like “coat,” we do not divide between the o and the a.
There is only one vowel sound, the long o. Therefore, it’s a one-syllable
word, and the o and the a work together to make a single sound. They cannot
be divided up.
*Diphthongs are two letters that make a sliding sound. Diphthongs are not
split apart when dividing words into syllables. Examples of diphthongs
include: oi as in oil, oy as in boy, ou as in out
Schwa
A closed syllable ends with a consonant, and the vowel, is usually short
Example: sup•ple•ment, glam•or•ous
The “le” with the consonant that precedes it forms a syllable containing a schwa sound
Example: sem•i•cir•cle syl•la•ble de•sir•a•ble in•vis•i•ble

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Syllable Type

There are 6 Syllable Typesː

Six Syllable Patterns of the English Language

2 open A syllable ending with a single V Ti/ger, ba/by,

The CVC Pattern

Syllable strategy with our new syllable pattern—CVC.

Step 1. Underlined the vowels. absent

Syllable strategy with our new syllable pattern—CVC.

Step 1. Underlined the vowels. Manhattan

Note (consonants Blends):

Syllable strategy with our new syllable pattern—CVC.

Step 1. Underlined the vowels. Install

Syllable strategy with our new syllable pattern—CVC.

Step 1. Underlined the vowels. Inspect

Syllable strategy with our new syllable pattern: CVC

Syllable strategy with our new syllable pattern—CVC

Additional Words for Re-teaching:

addend, abduct, Addison, fantastic, address (ad / dress)

1 blanket (blan / ket) 2. flannel (flan / nel) 3. splendid (splen / did)

4. pilgrim (pil / grim) 5. subtract (sub / tract) 6. contest (con / test)

7. pancake (pan / cake) 8. moonlight (moon / light)9. washtub (wash / tub)

10. sailboat (sail / boat)

The VCe Pattern

Syllable strategy with our new syllable pattern—VCe.

Conclusion 1. The first syllable is a CVC syllable—con.

Syllable strategy with our new syllable pattern—VCe.

Syllable strategy with our new syllable pattern—VCe.

Step 1. Check the Context. He was _____ by the TV.

Syllabification Example: hypnotized hyp / no / tized

1. gentlemen gen / tle / men 2. movement move / ment

1. public pub / lic 4. Atlantic At / lan / tic

New Pattern – Prefixes and Suffixes

Suffix -ive (VCe pattern)

Step 1. Look for Chunks. Word is expensive

Write ‘The accident was an unintended result of negligence’ on the board.

Syllabification: Prefix and Suffix and Consonant ‘x’

The x has 2 sounds, (2, /k/ and /s/)

Step 4. Check for Context. Yes, it make sense.

Syllabification: Suffix -i-o-n

Write adoption on the board.

Step 4. check for context Its doesn’t make sense

Syllabification: Suffix -i-o-n

Write television on the board.

before consonant ‘t’.

Activity Add the Suffix

Additional Words for Re-teaching:

misfit (mis / fit) goodness (good / ness) truthful (truth / ful)

disconnected (dis /con / nect / ed) spotless (spot / less)

Syllable strategy with our new syllable pattern

That makes sense; he didn’t ‘t want people to know he was sick.

Step 4 Underline the vowel in a root word Connect

Dropping the Final e Prior to a Suffix

Write amazing on the board. Root: amaze and suffix: -ing

Dropping the Final e Prior to a Suffix

Dropping the Final e Prior to a Suffix

Step 3 Underline the vowel in a root word ‘Include /ing’

Additional Words for Re-teaching:

Example: bake + ing = baking, smoke + y = smoky

The CVC Pattern consonant combinations, c-k, d-g and t-c-h

The ending c-k has two letters but represents one

Syllable strategy: Spelling Rule

Conclusion Did the –ed suffix make a separate syllable?

(no). It’s just made sound (/t/)

Syllable strategy with our new syllable pattern -CLe.