Long vowels in the middle of words signal the ends of syllables. Say the word "education. The first syllable, "ed," ends with the consonant. The third syllable, "ca," ends in a long vowel.
The "tion" is the last syllable that begins and ends with a consonant and includes just one vowel sound. This word contains most of the rules you need to divide English words into syllables. Divide the word whenever there is a short vowel followed by a consonant the syllable may be like "cat" and begin and end with a consonant. Divide the word whenever there is a long vowel right after this vowel. Divide the word between two consonants unless they form a blend. Usually a blend will be at the beginning of the word or syllable.
Prefixes with more than one vowel that are not separated by consonants most likely are only 1 syllable. For example, "eu" in "eulogy" is only 1 syllable. Draw a line after the prefix of the word. Separate the prefix from the remaining letters in your word. For example, "re wind. For prefixes with more than one vowel, look at the where the vowels fall.
If your prefix has more than one vowel and has consonants between them, draw a line after the first consonant that follows your first vowel. For example: "an ti. If your word doesn't have a prefix, don't worry about this step. Identify any suffix of a word. Suffixes are like prefixes, but they are added to the end of the word to make them mean something different.
For example: "calculate" means something different than "calculat or. Calculate is when you find the amount of something; calculator is a tool for helping you find that amount. Like prefixes, suffixes are usually one syllable but can sometimes be more than 1.
Common suffixes include "s," "ed," and "ing," as in "computer s ," "comput ed ," and "comput ing. Draw a line before the suffix of a word.
If your word has both a prefix and suffix, you should have two lines drawn in your word so far. For example: "re wind ing. If vowels have consonants between them, draw a line after the first consonant that follows your first vowel. For example: flex ib le. Some words don't have prefixes or suffixes.
If your word does not have a suffix, do not draw a line. Divide any compound words. If there are two separate words have been put together, draw a line between them. For example: "tree house" or "water slide. Draw lines in the remaining chunks according to vowel placement. If you have a section of letters with multiple vowels that are separated by consonants, divide it so that there is at least one vowel in each segment. For example, "comput ing" would be broken up into "com put ing.
Say your word. Pause every time you get to a line. This should help you audibly separate your word into smaller chunks. Not Helpful 6 Helpful The usual practice is to divide syllables after a consonant that follows a "short" vowel.
In this case, the second "m" follows the "short o," and so the division comes after the "m". Another example is "habit," in which the division comes after the consonant "b" because the "a" is "short" hab-it. However, in the word "basin," the "a" is "long," so the division comes before the consonant "s" ba-sin. Not Helpful 7 Helpful The word "queue" is one syllable.
This is super similar to the last one. Split after the first consonant, unless it is a compound word. A great example is the word little. Following this rule, we see the -le at the end and count one back to make lit-tle. This is the syllable type where there is no vowel sound.
When there are two vowels next to each other, but they are not vowel teams or diphthongs more than one letter making one sound together , then you split between the vowels. These two vowels do not share a sound. I think this is the hardest for my students to decode usually. I wait to teach this one because it can be very confusing! That first vowel is always long and that second one usually sounds like a schwa.
It is super helpful for students to get in the habit of always looking for prefixes and suffixes. This starts in kindergarten with the suffix -s! This requires direct instruction with all the different prefixes and suffixes.
In first grade, they commonly will see -s, -es, -ing, -ed, -er, -est, re and un. Our students will cover the -ed in jumped, then see only one vowel and one syllable. You can learn more about this HERE.
When dividing a word with more than two syllables, first check for affixes prefixes and suffixes. Then start at the left with the first two vowels, divide those syllables, then move to the right. The practice pages come in two formats: tabbed notebook shown below and also regular full-page worksheets. You can just choose your favorite and print! However, if you already own my S yllable Division with Open and Closed Syllables , I also added these posters to that pack!
You can find that HERE. The new, smaller pack above that has just the posters and 40 practice pages for all syllable division rules. It includes open and closed syllables then has another section with all the other syllable types.
It is not part of the systematic units and does not have the detailed lesson plans. For these two, I put the first syllable in one color and the 2nd on another color. Students read the syllables and matched them to make real words. This next activity was a review activity after learning all syllable types.
If I had read your post earlier, I would … Read more ». Thanks for sharing this — the vowels trick really does make it easier! Where is there any research to support splitting words into syllables, as an aid to teaching reading or spelling? Hey Emma! I like your simple, clear explanations … credited your blog and linked to this page.
If not, please let me know. I have found your blog to be wonderful! Thank you so much for this tutorial! This has given me so much insight as a 1st and 2nd grade teacher.
Again, thanks for sharing! This is such a great blog! When will you add a word list or activities? Hi Mary — thank you! You can check out my complete phonics program FromSoundstoSpelling. Very helpful, thank you! First time she has read a word larger than 5 letters without support. Hi, Alison. The two syllables are mel on, but how should I sound the two syllables out for children? How about the second one: on?
Hi there! The schwa is closer to the short u sound. Very helpful overview. Your overview was very similar to hers and I appreciate the way you broke it down. I am now teaching for a virtual school and am working with special needs high schoolers. This was a good refresher for me!
We Learners love you guys. You are. Just the best Teachig all your knowledges. Thanks a lot. Ok so I am a parent that is ashamed to say this but because of covid19 finding out how far behind my daughter is in school.
She just started the sixth grade and gets really frustrated with her work and seems to shut down before she gets started. Tardy not absent Better late than … Read more ». Hi Marc! I commend you for researching ways that you can assist your daughter in her reading journey! My blog has a TON of resources that I hope you will be able to find useful when looking to implement various strategies.
If there is any other way that I can better assist you, please let me know! Thank you for your lesson here. It is very interesting, and I find it very helpful in my teaching work in the pacific.
Hi Alison, I was just watching a FB live video about teaching student to identify the syllables in a word and you had a great anchor chart that identified the steps for them. Could you tell me where I could find that. This was the blog that was closest to the topic.
Thanks so much. Hi Francine! Please let me know if you have any more questions!
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