1. T EACHING A DVANCED P HONICS WITH THE S EVEN S YLLABLE T YPES Cynthia Santosuosso October 17, 2013

2. O BJECTIVES Examine the seven syllables types Choose appropriate cutting patterns when teaching syllabication Determine how learned skills will be applied in the classroom setting

3. A GENDA Background on syllables The seven syllable types and 5 cutting patterns Classroom application

4. BACKGROUND

5. S OUND /S YMBOL O RGANIZATION 20 Vowel Sounds +24 Consonant Sounds 44 Total Speech Sounds

6. F ACTS ABOUT P REDICTABILITY IN S PELLING 50% of words are predictable by rule. 36% of words are predictable by rule with one error. 10% of words will be predictable with word origin and morphology taken into account. Fewer than 4% of words are true oddities. From Hanna, Hanna, Hodges, and Rudorf (1966)

7. W HY T EACH S YLLABLES ? To “chunk” unfamiliar words accurately and quickly: reincarnation; accomplishment To distinguish similar words: scarred – scary ripping – ripening slimmer – slimy To remember spelling: written, writing grapple, maple misspelled, accommodate

8. S PEECH AND W RITING ARE D IFFERENT The syllable breaks that seem natural in speech do not guide conventions for dividing written syllables. Syllable spelling patterns are cues to vowel pronunciation (short, long, diphthong). scared/scarred biter/ bitter

9. K-1 P HONICS Consonants Digraphs Short vowels Silent e Initial and final consonant blends R-controlled vowels Vowel teams Dipthongs Open/closed syllables Multi-syllable words

10. W HAT IS A SYLLABLE ?

11. “A syllable is a word or a part of a word with one talking vowel.” -Project Read

12. R ULES ABOUT SYLLABLES Every syllable has one vowel sound The number of vowel sounds in a word equals the number of syllables. A one syllable word is never divided. weak, feet, choice

13. H OW MANY SYLLABLES DO THESE WORDS HAVE ? napkin Atlantic bandit distinct frantic fantastic

14. H OW MANY SYLLABLES ??? napkin (2) Atlantic (3) bandit (2) distinct (2) frantic (2) fantastic (3)

15. T HE S EVEN S YLLABLE T YPES T HE F IVE “C UTTING P ATTERNS ”

16. S YLLABLE TYPE : C LOSED

17. A closed syllable is a syllable that ends in a consonant sound or sounds. It usually has a short vowel sound. Sample words with closed syllables: staff ab / sent kit / ten it Closed syllables account for almost half of the syllable types in text! This skill is introduced first, in grade 1. We mark a the short vowel in a closed syllable with a breve ˘

18. E XAMPLE : cat

19. W HICH ARE C LOSED S YLLABLES ? U SE A BREVE (˘) TO MARK THE CLOSED SYLLABLES. pem raiz at ve stips mi ep utch prau

20. W HICH ARE C LOSED S YLLABLES ? pem raiz at ve stips mi ep utch prau

21. C UTTING P ATTERN : VCCV

22. VCCV The vccv pattern is usually cut between the two consonants. 1. Underline the talking vowels and mark them with a (v). 2. Swoop between the vowels and pull down the consonants between the vowels. 3. Cut the word according to the pattern. 4. Check the position of the vowel in each syllable and mark the vowel. 5. Read the word a syllable at a time and blend the syllables together.

23. E XAMPLE combat

24. L ET ’ S P RACTICE ! picnic attic fantastic frantic Atlantic drastic

25. H OW DO WE SYLLABICATE VCCV ? pic/nic at/tic fan/tas/tic fran/tic At/lan/tic dras/tic

26. S YLLABLE T YPE : O PEN

27. An open syllable is a syllable that ends in a long vowel sound spelled with a single vowel letter. Sample words with open syllables me no she i / dol ri / val ti / tle We mark a long vowel sound with a macron ¯

28. E XAMPLE : she

29. W HICH ARE O PEN S YLLABLES ? U SE A MACRON (¯) TO MARK THE OPEN SYLLABLES. ro me eam pro strupe eng du si hupe

30. O PEN S YLLABLES ro me eam pro strupe eng du si hupe

31. C UTTING P ATTERN : VCV

32. VCV The vcv pattern is often divided after the first vowel. It can also divide after the consonant. 1. Underline the talking vowels and mark them with a (v). 2. Swoop between the vowels and pull down the consonant between the vowels. 3. Cut the word according to the pattern, place a dotted line after the first vowel. 4. Check the position of the vowel in each syllable and mark the vowel. 5. Read the word a syllable at a time and blend the syllables together, adjust if necessary.

33. VCV E XAMPLE menu

34. L ET ’ S P RACTICE prevent acrobat rapid robot request lavish

35. H OW DO WE SYLLABICATE VCV? pre/vent ac/ro/bat rap/id ro/bot re/quest lav/ish

36. S YLLABLE T YPE : S ILENT E

37. A Vowel-Consonant-e syllable includes a vowel immediately followed by one consonant and the silent letter e. Sample words with Vowel-Consonant-e syllables: tune com / plete in / side note / book Vowel-Consonant-e syllables generally have long vowel sounds. To mark the silent e syllable, mark the long vowel with a macron, ¯, and slash the silent e, /.

38. E XAMPLE swipe

39. W HICH ARE SILENT E SYLLABLES ? U SE A MACRON (¯) TO MARK THE LONG VOWEL AND SLASH (/) THE SILENT E. Also known as the “magic e.” zope bame throige cupe stoove zine pake beace

40. S ILENT E zope bame throige cupe stoove zine pake beace

41. S YLLABLE T YPE : R- CONTROLLED

42. A vowel -r syllable includes vowels immediately followed by the letter r in the same syllable. ar, or, er, ir, ur Sample words with vowel -r syllables: car / pet mem / ber thir / sty im / port The pronunciation of vowels within vowel -r syllables can be difficult for students. To mark the r-controlled syllable, use a tilde, ~.

43. E XAMPLE : corn

44. W HICH ARE R CONTROLLED S YLLABLES ? U SE A TILDE (~) TO MARK THE R - CONTROLLED SYLLABLE. nar pert mor fire Cairo fer ur zor irk sire four

45. R- CONTROLLED nar pert mor fire Cairo fer ur zor irk sire four

46. S CHWA -A N ADDED BONUS

47. S CHWA Schwa rules: It makes a syllable weak. It makes the short u sound. It is marked with Examples: label canyon pedal bacon pilot

48. S YLLABLE T YPE : -CLE

49. A consonant -le syllable ends with a consonant immediately followed by -le. Sample words with consonant -le syllables: lit / tle puz / zle spar / kle mud / dle The pronunciation of consonant -le syllables helps students improve pronunciation and spelling. To syllabicate, count back three from the end and mark. To mark –cle, insert the schwa symbol and slash the silent e (/).

50. E XAMPLE : apple

51. W HICH ARE –CLE S YLLABLES ? I NSERT THE SCHWA ___ AND SLASH THE SILENT E (/) TO MARK THE -CLE SYLLABLES. stable giggle funnel lettuce wrinkle brittle

52. -C LE stable giggle funnel lettuce wrinkle brittle

53. C UTTING P ATTERNS : VCCCV, VCCCCV

54. VCCCV AND VCCCCV The VCCCV and VCCCCV is usually cut after the first consonant. If VCCCV or VCCCCV is in a compound word, divide between the words. 1. Underline the talking vowels and mark them with a (v). 2. Swoop between the vowels and pull down the consonant between the vowels. 3. Cut the word according to the pattern, mark after the first consonant. Adjust if the word is compound and divide between the words. 4. Check the position of the vowel in each syllable and mark the vowel. 5. Read the word a syllable at a time and blend the syllables together.

55. E XAMPLE hundred

56. L ET ’ S P RACTICE : comprehend landslide construct pilgrim instrument subtract

57. VCCCV/VCCCCV com/pre/hend in/fre/quent con/tract pil/grim com/press sub/tract

58. S YLLABLE T YPE : V OWEL T EAMS

59. A vowel team has two vowels. In a vowel team, only one vowel speaks. Four of the five vowels have vowel teams. The vowel u does not team. Each vowel has a certain number of teams. The pronunciation of vowels within vowel team syllables is usually long. To mark a vowel team, underline the team, and mark the talking long vowel with a macron. Sample words with vowel team syllables: boat hay re / main fel / low

60. V OWEL T EAMS BY THE N UMBERS 1. i: -ie 2. a: ai-ay 3. o: oa-ow-oe 4. e: eeeaie-ey

61. V OWEL T EAMS play

62. V OWEL T EAMS U NDERLINE THE VOWEL TEAMS AND MARK WITH TALKING VOWEL WITH A MACRON. eat stow dume cho oac pray

63. W HICH ARE V OWEL T EAM S YLLABLES ? eat stow dume cho oac pray

64. C UTTING P ATTERN : VV

65. VV Divide VV pattern between the two vowels. 1. Underline the talking vowels and mark them with a (v). 2. Swoop between the vowels and pull down the consonant between the vowels. 3. Cut the word according to the pattern, between the vowels. 4. Check the position of the vowel in each syllable and mark the vowel. 5. Read the word a syllable at a time and blend the syllables together.

66. E XAMPLE : neon

67. L ET ’ S P RACTICE memorize mayor crayon rodeo

68. VV mem/or/ize may/or cray/on ro/de/o

69. S YLLABLE T YPE : V OWEL D IPTHONG

70. S YLLABLE T YPE : V OWEL D IPHTHONGS A dipthong has two vowels. There are five dipthong sounds. The vowel sounds are unique. The sign used to represent the dipthong vowel sound is an oval ( )above the vowels. Sample words with vowel dipthongs: laundry shower wool coins

71. E XAMPLE : boil

72. V OWEL D IPTHONGS 1. oi, -oy 2. -aw, au 3. oo (boo), -ew, -ue, ui 4. ow, ou 5. oo (look)

73. V OWEL D IPTHONGS U NDERLINE THE VOWEL DIPTHONGS AND MARK THEM WITH AN OVAL. cook feet turmoil rowing kangaroo failing

74. V OWEL D IPTHONGS cook feet turmoil rowing kangaroo failing

75. C LASSROOM APPLICATION

76. H OW DO I USE THESE TECHNIQUES IN MY CLASSROOM ? Integrate your knowledge of the seven syllable types and five cutting patterns into your daily phonics mini-lesson to explicitly teach decoding and encoding rules. Apply syllabication rules to spelling words, robust vocabulary words, and any vocabulary words that are actively being used in the classroom. Incorporate decodable text into partner reading, so students have a chance to apply taught syllabication skills. Include syllable work in a word study center.

77. P HONICS M INI -L ESSONS

78. M INI L ESSON (8-10 MINUTES ) 1 minute review of previously taught sounds 2 minutes to introduce/review weekly skill 3 minutes to practice decoding of weekly skill 3 minutes to practice encoding of weekly skill

79. M INI -L ESSON D EMO Grade 3 Lesson 8 Dipthongs: ou, ow, oi, oy

80. D IPTHONG R ULES A dipthong has two vowels. There are five dipthong sounds. The vowel sounds are unique. The sign used to represent the dipthong vowel sound is an oval ( )above the vowels.

81. OI, -OY D IPTHONG oi= middle of word -oy=end of word

82. soil

83. ploy

84. enjoy

85. noise

86. point

87. boy

88. joint

89. soy

90. S PELLING

91. A NCHOR C HARTS AND R EFERENCE S HEETS

92. A NCHOR C HARTS

93. M ORE A NCHOR C HARTS …

94. R EFERENCE S HEETS

95. W ORD W ORK

96. W ORD H UNTS Students hunt for a specific syllable type or cutting pattern in text and record the words.

97. W ORD S ORTS -W ORDS T HEIR W AY 1. Provide students with a list of words. 2. Have students sort words according to syllable pattern or rule. -owowou row snow owl growl out found

98. R ESOURCES FOR G AMES Florida Center for Reading Research Grades 2 and 3: http://www.fcrr.org/curriculum/PDF/G2-3/2-3Phonics_4.pdf Grades 4 and 5: http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf o Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction Chapter 6: Word Study for Transitional Leaners in the Within Word Pattern Stage Chapter 7: Word Study for Intermediate Readers and Writers: The Syllables and Affixes Stage