Teaching 6 syllable types and syllable division zoo
- 2. Team Presentation 2 Created by: Brenda Anderson Sandra Lutz Abigail Mahoney Trish McDonald With information adapted from Orton-Gillingham Academy training courses
- 3. 1. Why?
- 4. Why Teach Syllables and Division? ➜ We teach students about syllables to support both reading and spelling! ➜ Without a strategy for chunking longer words into manageable parts, students may look at a longer word and simply resort to guessing what it is — or altogether skipping it. ➜ Familiarity with syllables helps readers know whether a vowel is long, short, a diphthong, r-controlled, or whether endings have been added. ➜ Familiarity with syllable patterns helps students to read longer words accurately and fluently and to solve spelling problems — although knowledge of syllables alone is not sufficient for being a good speller. 4
- 5. • The phonological awareness skill of hearing syllables is different from written syllables. • Say these word pairs aloud and listen to where the syllable breaks occur: • bridle – riddle • table – tatter • even – ever This is Not the Same as Hearing Syllables! • Spoken syllables are organized around a vowel sound. Each word you just spoke has two syllables. The jaw drops open when a vowel in a syllable is spoken. Syllables can be counted by putting your hand under your chin and feeling the number of times the jaw drops for a vowel sound (or trying humming the word). 5
- 6. • Spoken syllable divisions often do not coincide with or give the rationale for the conventions of written syllables. • These spelling conventions are among many that were invented to help readers decide how to pronounce and spell a printed word. 6
- 7. 2. When?
- 8. 8 When Do We Teach Syllables? • Kindergarten- Phonological Awareness- teach them to hear syllables and be able to divide them orally. • Teach them the definition of a syllable when they are ready to learn to read and spell! (We need to directly teach consonant/vowel as well). • Direct, explicit instruction as well as incidental practice, especially as they get older.
- 9. Basic Stage (One Syllable Words) ➜ At this stage, everything a student learns is phonetic for reading and spelling - Reading and spelling are interchangeable ➜ Concepts are concrete and straightforward ➜ This is the first level of word attack 9
- 10. ➜ Teach the following during this stage: • Closed, Open and Silent e syllables • Consonants (1 letter=1 sound, 1 sound = 1 letter) • Short vowels • Digraphs (th, sh, ch) • x- 1 letter equals 2 sounds • Qu- oddball • Blends • Floss Rule • Ng, Nk (nasals) 10
- 11. 11 Basic Stage (One Syllable Words) • At this stage, you will also introduce syllable work (for written words) • Syllable work at this stage involves: • Coding the vowel and consonant(s) following • Identifying the type of syllable • Students will understand that one vowel sound = one syllable
- 12. • We teach the definition of a syllable: • A syllable is a word or a part of a word with one vowel sound. • Note: it’s one vowel sound, not a vowel letter 12 Definition of a Syllable
- 13. 13 • Students learn to make choices now • Reading: one letter has multiple sounds now • Spelling: one sound has multiple spellings now • Choices for spellings and sounds are made based on frequency of occurrence and location of sound/letter in word Intermediate Stage (Multi-Syllable Words)
- 14. ➜ Teach the following during this stage: • Vowel-r, Vowel Team and Consonant –le syllables (some programs teach some other syllable types as well) • 1 grapheme =1 sound • 1 sound = 1 grapheme • Vowel choice can be governed by vowel position in word or syllable. This is what syllable division is for! • Exceptions: Wild Old Words, all – ball, wa- water • Patterns and Generalizations- soft c and g, LSRASV • Anglo-Saxon and Latin suffixes • 3 Great Spelling Rules- silent e + suffix, Doubling rule, Final y + suffix • Syllable Division Patterns 14
- 15. 15 Advanced Stage • Before we move to how to teach syllables, it’s important to mention the advanced stage, which is morphology. This topic isn’t covered in this presentation.
- 16. 3. How?
- 17. ➜ We teach the students the types of syllables to help them choose the correct vowel sound. ➜ We teach syllable division to help students solve words they don’t know. ➜ This knowledge also transfers to spelling. 17
- 18. 18 Six Kinds of Syllables Type Label One-Syllable Ex. Multi-Syllable Ex. Closed VC not dem o crat ic Open V no pro gram Silent-e Vce wise com plete Vowel Team VT shout awful Vowel-r Vr herd con sort, char ter Consonant-le Cle cattle bea gle
- 19. • We teach closed, open, and silent-e syllables • Students learn to: • Label the vowel and consonants after it • Recognize the type of syllable (of the three) • And decide what the vowel says (short or long sound) based on the syllable type • Note: They do not learn syllable division during this stage. They are only studying one-syllable words, so there is nothing to divide! 19 Basic Stage
- 20. 20 Practice • Let’s practice some syllable work! Closed Syllable l o t
- 22. 22 Silent-e Syllable c a m e
- 23. 23 Your Turn! • Code the following syllables: • Prop • Bike • Go • Plane • Stump • Hi • Drip
- 24. 24 Intermediate Stage • Introduce students to multisyllable words • Single syllables combine to create multi-syllable words • The definition of a syllable is important here- each syllable has one vowel sound! • Start with compound words made of closed syllables • Dish/pan, bat/man, bath/tub
- 25. 25 And now… • Students are ready for syllable division! • As students are exposed to/learn new kinds of syllables, they practice dividing them in real words.
- 26. • Before we show you the syllable division patterns… • We’ll introduce the other three syllable types. 26
- 27. 27 Vowel Team Syllable s h o u t
- 28. 28 Vowel-R Syllable h e r d
- 29. 29 Consonant -le Syllable c a t t l e
- 30. 30 Your Turn! • Code the following syllables: • Thorn • (Bub) ble • Sail • Church • Night • (Tram) ple
- 31. 31 Pause for Schwa • This vowel sound is necessary to know for decoding • It is the most common vowel sound in English • In a multisyllable word, the vowel in the unstressed syllable will change to an /ŭ/ or /ĭ/ sound. • Try the /ŭ/ or /ĭ/ sound for the vowel sound in one of the syllables (for two syllable words) or possibly in multiple syllables (for words with more than two syllables) • Lion, banana, rocket, council • The symbol for schwa is /ə/
- 33. 33 The Patterns • Here’s where the magic happens! • Learning these patterns will give students a solid strategy to use when decoding large multi-syllable words • The patterns are named with animals to help remember the patterns, but you don’t need to use the animals- you can just use the coding symbols (i.e. VCCV) • The patterns are used to help students decide where to divide words (and thereby figure out the vowel sound)
- 34. Introducing… The Syllable Division Zoo! Each animal is a word that follows the division pattern it is representing. 34
- 35. 35 Dog • A one-syllable word • It is never divided • Examples: sheep, horse, snail
- 36. 36 Catfish • A compound word is divided between the words • Cobweb • Pancake
- 37. • When two consonants are between two vowels, divide between the consonants • VC.CV • Plenty, sixteen 37 Rabbit
- 38. 38 Monster Rabbit • When three or more consonants are between two vowels, divide after the first consonant, keeping initial blends and digraphs together. • VC.CCV • Complete, exclaim
- 39. 39 Tiger • Tiger goes with the next division pattern (camel). Tigers are stronger than camels, so we always try tiger first! • When there is one consonant between two vowels, try dividing before the consonant first. • V.CV • Bison
- 40. 40 Camel • If tiger didn’t work, switch to camel. • VC.V • Modern, limit
- 41. • When a words ends in consonant –le, the word is divided before the consonant-le. Consonant-le forms its own syllable (“consonant-le, circle back 3”). • -Cle • Wiggle, jumble 41 Turtle
- 42. 42 Lion • When 2 vowels are together in a word and you notice: • They aren’t a vowel team • Vowel team division didn’t work • Try dividing between the vowels • V.V • Trial, client V V
- 43. 43 Weasel • When the word has letters that make a vowel team, box or underline the team- they count as one vowel as they are one vowel sound. Then, use the other animal rules you’ve learned to divide the word based on the pattern. Use the rules you’ve learned. Weasels are tricky! • Label the vowel as VT (for Vowel Team) • Season, steady VT C V
- 44. • Always keep the following together (treat as one consonant/one vowel) • Digraphs (th, sh, ch) • R-controlled vowels (the r is a part of the vowel sound • Silent e (stays with the closest vowel) • Blends (r and l) • Glued sounds (old, ost, olt, ind, ild, ing, ink, ank, ang) 44 Remember:
- 45. 45 The Patterns: Snapshot • Extras: • Weasel- vowel team is one vowel sound, follow above patterns • Dog- one syllable words that don’t need to be divided • Catfish- compound words, divided between the two words • If students don’t see/know the words, follow the patterns above to decode • Always keep the following together: digraphs, r-controlled vowels, silent e with closest vowel, r and l blends, glued sounds Pattern Division VC.CV rab.bit VC.CCV mon.ster V.CV ti.ger VC.V cam.el Cle (circle back three) tur.tle V.V li.on
- 46. 5. Bringing it All Together!
- 47. 47 The Steps: Two Syllables • Label the first two vowels with a V above them • Label the consonants between the vowels • Identify any digraphs and blends from the coded letters • Identify the animal pattern • Add the dividing dot • Scoop the syllables below the word • Identify the type of syllable and write the kind of syllable below the scoop • Place a diacritical mark above the vowel • Decode each syllable • Read the entire word
- 48. 48 The Steps: Three+ Syllables • Once the first syllable has been scooped and identified: Label the third vowel with a V above it Label the consonants between the second and third vowels Identify the animal pattern Add the dividing dot Scoop the second syllable Identify the type of syllable and write the kind of syllable below the word Place a diacritical mark above the vowel If there are no more vowels, scoop the third syllable and identify. If there are more vowels, continue by labelling the following vowel and repeating the procedure until all syllables have been scooped and identified
- 49. Let’s try it!
- 50. ➜ When you are just beginning syllable division, use only the three syllable types students know: • Closed • Open • Silent-E • You won’t have introduced the final three syllable types yet 50
- 51. “ Try these! 51 • invade • basin • complete • candy
- 52. • complain • rescue • exploit • suitcase 52 Now let’s introduce VT
- 53. 53 And Vr • garlic • formal • blunder • charcoal
- 54. 54 And finally, Cle • Table • Puzzle
- 55. You Did It! Once students have mastered this, they will be very skilled at decoding multisyllable words and will be ready to add morphological division into the mix (e.g. keeping affixes together)! 55
Editor's Notes
- #6: In the first word pair above, you may naturally divide the spoken syllables of bridle between bri and dle and the spoken syllables of riddle between ri and ddle. Nevertheless, the syllable rid is "closed" because it has a short vowel; therefore, it must end with consonant. The first syllable bri is "open," because the syllable ends with a long vowel sound. The result of the syllable-combining process leaves a double d in riddle (a closed syllable plus consonant-le) but not in bridle (open syllable plus consonant-le).
- #10: Qu- two letters, two sounds BUT, the sounds weld together to represent both sounds; the q does not represent the /k/ and the u does not represent the /w/.
- #14: Different syllables- be consistent in what you choose for your shcool
- #18: Different programs teach different amounts of syllables. Just be consistent with the one you choose!
- #20: In the last box, show participants how to label and code the syllable (VC above the ot, then scoop the syllable, label it C for closed and put the breve above the vowel)
- #21: In the last box, show participants how to label and code the syllable (V above the e, then scoop the syllable, label it O for open and put the macron above the vowel)
- #22: In the last box, show participants how to label and code the syllable (VCe above the ame, then scoop the syllable, label it VCe for Silent-E and put the macron above the vowel)
- #23: Have them use pencil and paper to write word and code.
- #27: Some systems separate vowel teams and dipthongs. Some have them together as vowel teams. In the last box, show participants how to label and code the syllable (VVC above the out, change the vv to one v (or cross out the second v, or leave it- different systems), then scoop the syllable, label it VT for vowel team)
- #28: Also called Bossy R or R-Controlled Vowel In the last box, show participants how to label and code the syllable (VrC above the erd, then scoop the syllable, label it Vr for r-Controlled)
- #29: In the last box, show participants how to label and code the syllable (Cle above the tle, then scoop the syllable (just tle), label it Cle for Consonant-le)
- #30: Just code and label the Cle in the 2 syllable words
- #31: This vowel sound is incredibly important to know. While this isn’t the place to give detailed information about schwa, it is necessary to be aware of it for decoding as it is the most common vowel sound in English In a multisyllable word, the vowel in the unstressed syllable will change to an /ŭ/ or /ĭ/ sound. When you divide syllables and put the word together after decoding each syllable, you will often need to try the /ŭ/ or /ĭ/ sound for the vowel sound in one of the syllables (for two syllable words) or possibly in multiple syllables (for words with more than two syllables)
- #33: https://sarahsnippets.com/syllable-division-rules/ has GREAT posters for the syllable division patterns
- #36: Just code and label the Cle in the 2 syllable words
- #40: Just code and label the Cle in the 2 syllable words
- #48: Just code and label the Cle in the 2 syllable words
- #53: Just code and label the Cle in the 2 syllable words