1. Syllable Types & Division Patterns

2. What is a syllable?  A unit of spoken language consisting of a single uninterrupted sound  Includes a _________________  Parts or chunks of the word can be heard

3. Syllable awareness (Phonological Awareness)  Determine how many syllables are in the following words: Emily Cafeteria Trevor Suzy Restroom Recess Book

4. Syllable Blending (Phonological Awareness)  Teacher says 2 syllables and asks children to put the syllables together to form a word “I’m going to say a word slowly and then you will say it the fast way. snow/man. What word?”

5. Syllable Segmentation (Phonological Awareness)  Teacher says a multisyllabic word and asks students to separate the word into its separate parts “Say basketball.” (Students echo.) “Say it again but don’t say basket.” (Students say ball.) More difficult: “Say began.” (Students echo.) “Say it again but don’t say gan.’ (Students say be.)

6. Definition for Beginning Readers  “A syllable is a _________ (hands stretched far apart)  Or a PART OF A _________ (bring hands in closer together)  WITH A TALKING ________” (make a v with pointer and middle fingers of 1 hand while moving pointer finger of other hand between v for tongue)

7. Syllables?  ch  af  tm  re  cod  g  peep  snip

8. Word Sort sclop zapebropedibble rospangstemblecharp grootsloadsmirncly apcheamstrepefe pleedstivehispburf tobleshorkfrurimmle

9. 6 Types of Syllables  _____ (makes up 4_____% of syllables in English words)  ______________  _______________  ________________  _________________

10. Importance of Teaching Syllable Types  Dividing words into syllables provides new strategies for reading and spelling longer, unfamiliar words.  By dividing words into syllables, students don’t need to be able to read or spell the ___________ long word. Instead, students can break the works into parts and then put the parts back together.

11. Syllable Type 1: _______________  Most common spelling unit in English  Definition: A syllable with a short vowel that is “___________” at the end of the word by one or more _______________  Examples: __________________

12. Check your sort

13. Syllable Type 2: _______________  Definition: A syllable that ends with a long vowel sound, spelled with a single __________________ Examples: ____________

14. Check your sort

15. Compare/Contrast Multisensory Activity (____________ syllables) (Jill Slee, 2004)

16. Syllable Type 3: ___________________________  Definition: Syllables that have a long vowel spelled with a vowel, a consonant, and a ____________  Examples: ________________

17. Check your sort

18. Syllable Type 4: ________________  Definition: Any syllable in which the vowel is followed by ________ Vowel pronunciation often changes before _____ Examples: ______________

19. Check your sort

20. Syllable Type 5: _____________  Definition: An unaccented final syllable that contains a consonant before ____, followed by a _____________  Examples: ________________ Use the mnemonic “________________” to identify the last three letters that always make up this syllable type (Jill Slee, 2004)

21. Check your sort

22. Syllable Type 6: _______________  Definition: Syllables with long or short vowel spellings that use a _____________________ Diphthongs __________ and _________ are included in this category Examples: ________________

23. Check your sort

24. Division Rule 1: VC/CV  Directions: Find the ________ in the word and dot them Find the __________ between the ___________ and draw a circle around them Divide between the ________________ letters by making a swing line under each syllable Code the vowels as ______________ Read the word ****Known as rabbit words**** rặb bǐt

25. Division Rule 2: VC & VCV  After Open Syllable is Taught  Directions: Find the __________ and dot them With only 1 __________ between the vowels, try  Dividing after the vowel – code the vowel IF THAT STRATEGY DOESN’ WORK: try  Dividing after the consonant – code the vowel ONE OF THESE WILL YIELD A SENSIBLE SOUNDING WORD _ tị ger then cặm el

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

27. Division Rule 3: V V  After vowel team syllable is taught  Directions: __________ are together between consonants If these ________ are not a _________ with one sound, divide between them Code the vowel and read the word trī ăl

28. Division Rule #4: Consonant-le  This syllable ALWAYS appears at the end of words  Directions Always divide words just before the consonant-le Determine if the prior syllable is open or closed and then code the vowels as long or short jŭg glestī fle

29. Slap Jack  On small cards, write the words you want to be contrasted (e.g., VCCV pattern and VCV patterns. (Add the new patterns as student learn them). YOU MUST HAVE AN EVEN NUMBER OF CARDS.  Select 2 players. Deal all the cards one at a time until the deck is gone.  Players keep their cards face-down in a pile in front of them.

30.  Each player turns a cared face up in a common pile at the same time. When 2 words that follow the same division rule are turned up together, the first player to tap the pile takes all both the cards and adds them to the bottom of his/her pile.  Turning and slapping cards must be done with the same hand.  If a player slaps the cards but the words are not similar, he/she must give those to the other player.  Play continues until 1 player has all the cards or if time expires, the winner is the one with the most cards.

31. Teaching Students to Attack Long Words  1. Identify the __________________  2. Look for ___________________: Anglo-Saxon or Latin prefixes, roots, suffixes, Greek combining forms, or single words making up Anglo-Saxon compound words  3. If you can’t find a __________, or if you find morphemes, but still can’t read the word, try to break the word into syllables using the _______________________________  4. If syllable division doesn’t work, or words for only part of the word, use ________________