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The Top Ten Syllable Rules

Things come and go in reading instruction. One “old school” instructional reading tool making its way back into the classroom is syllabication. As a quick lesson opener, having students clap and snap to the syllables in words selected to teach the syllabic generalizations makes plenty of sense. The “clap” is for the primary accent and the “snap” is for the unaccented syllable(s).

Knowing the Top Ten Syllable Rules can help improve reading, pronunciation, spelling, and vocabulary.

1. Every syllable has only one vowel sound. Some syllables have just one vowel; others have two. But even when there are two vowels, there can be only one vowel sound in each syllable, so the two vowels say one sound.

For example, out-side.

2. When the vowel’s at the end of a syllable, it has a long sound. Reading specialists call the Consonant-Vowel (CV) pattern an open syllable.

For example, be-low.

3. When the vowel is not at the end of a syllable, it has a short sound. Reading specialists call the Consonant-Vowel-Consonant (CVC) pattern a closed syllable.

For example, bas-ket.

4. Divide syllables between doubled consonants, unless the doubled consonant is part of a syllable that is a base word.

For example, din-ner and tell-er.

5. Usually keep vowel teams together in the same syllable.

For example, boat-ing.

6. Keep the silent final “e” and the vowel before in the same syllable. The silent final “e” makes the vowel before a long sound if there is only one consonant in between the vowel and the “e”.

For example, basement.

7. Keep the r-controlled vowels (ar, er, ir, or, and ur) in the same syllable.

For example, or-al-ly.

8. Keep the consonant-“le” sounds (ble, cle, dle, fle, gle, and ple) in the same syllable. These syllables have the schwa sound between the consonant and the “le”. The schwa sound sounds like a nasal short u.

For example, cra-dle.

9. All words have one syllable that has a primary accent. The vowel in the accented syllable receives the stress. Words may also have secondary accents. The primary accent is usually found on the vowel in the root, not the prefix or suffix. Also, the syllable before a double consonant is usually accented.

For example, slów-ly and swím-ming.

10. Unaccented vowel sounds frequently have the schwa sound, especially when there is only one letter in the syllable. All vowels can have the schwa sound.

For example, a-boút.

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use—a perfect choice for Response to Intervention tiered instructional levels. Get multiple choice diagnostic reading assessments , formative assessments, blending and syllabication activitiesphonemic awareness, and phonics workshops, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 586 game cards, posters, activities, and games.

Also get the accompanying Sam and Friends Phonics Books. These eight-page decodable take-home books include sight words, word fluency practice, and phonics instruction aligned to the instructional sequence found in Teaching Reading Strategies. Each book is illustrated by master cartoonist, David Rickert. The cartoons, characters, and plots are designed to be appreciated by both older remedial readers and younger beginning readers. The teenage characters are multi-ethnic and the stories reinforce positive values and character development. Your students (and parents) will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, English-language learners, and Special Education students. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance.

Pennington Publishing's Teaching Reading Strategies

Teaching Reading Strategies

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