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Mini Dragon Group (ages 6-7)

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Syllable !EXCLUSIVE!



For these closed syllable exceptions activities and many more phonics resources, check out my phonics program, From Sounds to Spelling. It includes complete lesson plans, activities and games, posters to help students remember spelling rules, high frequency word instruction, decodable texts, and more.




syllable



I need to write a function that will read syllables in a word (for example, HAIRY is 2 syllables). I have my code shown on the bottom and I'm confident it works in most cases, because it works with every other test I've done, but not with "HAIRY" where it only reads as 1 syllable.


There are 7 types of syllables that occur in all words of the English language. Every word can be broken down into these syllables. These 7 syllables include: closed, open, magic e, vowel teams, r-controlled, dipthongs and consonant le. After teaching each syllable type, having these posters readily available for reference in your classroom can help your students. The Make, Take & Teach 7 Syllables Types Classroom Posters can be downloaded for free in my TpT store.


Consonants are pretty easy for students to figure out, but the trickiest sounds in English are definitely the vowels. Students need a strategy to help them determine what sounds the vowels make in words. If students understand the syllable type, they will have a better understanding of whether a vowel is going to be short, long, or work with another vowel or letter (vowel team, r-controlled, or silent e, for example).


Teaching students the syllable types will help them access longer words and apply the phonics skills they learned in the primary grades to those words. Many students skip words or mumble when presented with larger words. Teaching them a systematic way of breaking words into decodable syllables will help them build their skills and confidence.


The purpose of teaching students syllable types is not to require students to identify the types or even necessarily label them (although that is great in the beginning) but to know how to pronounce those chunks and patterns as they see them in words they are reading. This will help them begin to orthographically map word patterns and chunks and connect them to unknown words as they are reading.


Syllable types are not an exact science. There are always exceptions. However, when you are first introducing a syllable type to your students, it is important to use words that follow the type you are teaching. Try to avoid using exception words when first teaching a type.


Also, some students only need a brief introduction and practice with syllable types. Others need more explicit, systematic instruction. The goal is to have students eventually move to automaticity with reading multisyllabic words, and the time and support it takes will vary.


A 7th type would be a diphthong. Some programs split up vowel teams and diphthongs. Also, some programs teach Consonant + le as a Final Stable Syllable (the umbrella type) and include other syllables such as -tion and -ture.


This may take days, weeks, or even go into a couple of months with some students. Regular monitoring and informal assessment is key to ensuring students have mastered a syllable type before moving on to others.


3. When introducing a new syllable type, review the previously learned types and build on from those. Include words in your instruction that not only introduce the new type in its purest form (no schwa or exceptions) but also include the other syllable types. This ensures the instruction is both systematic and cumulative.


Teaching beginning readers about the closed syllable is an important first step in reading success. Kindergarten, First Grade, and emergent readers benefit from lessons that include explicit, systematic instruction of the syllable type, both in isolation and in connected text (decodable readers).


Closed syllables can contain 2 letters (at, in, on), 3 letters (ask, tug, pen), 4 letters (fish, spot, jump), 5 letters (twist, bunch, shrug), 6 letters (shrimp, clutch, thrill), or 7 letters (scratch, stretch). The main idea is that ALL closed syllables have only ONE VOWEL that is followed by 1 or more consonants.


You are right! These words do contain the long vowel sound. These syllables are referred to as closed vowel exceptions. They are not considered rule breakers because many words contain the closed vowel exception spelling patterns. In another blog post we discuss in more detail exactly a closed syllable exception is and explain how to teach this pattern.


Students who have strong phonemic awareness and know most of their letter names and sounds are ready to begin learning about the alphabetic principle. Be sure to use a consistent, explicit approach to teach any syllable pattern. It is scientifically proven to be the most effective teaching strategy. Here is one of our favorite videos about reading and the brain by a leading neuroscientist.


We do this naturally when we speak. Every time you say a new syllable, your mouth has to change its shape and make a new sound. Noticing when this happens and counting syllables can help you break words down into recognizable patterns that are easier to pronounce.


A syllable is an unbroken vowel sound within a word. Notice that we say a vowel sound, not just a vowel by itself. A vowel sound contains whichever consonants (and other vowels) are attached to a vowel to make a certain, distinct sound.


For example, the word blanket has two syllables: blan + ket. The syllables are formed around the ay sound from the a and around the eh sound from the e.


Sometimes two vowels combine to make a single sound; this is called a diphthong. For example, the vowels o + u make an ow sound. The word proud has two vowels but only one syllable.


There are different ways to figure out how many syllables a word has. Some of these techniques will come naturally to you, and others may not be as comfortable. Try out a few and see which you like best.


If you encounter a long or complicated word on the page, one way you can learn its pronunciation is by reading it in reverse. This might sound more confusing at first, but if you can count syllables, then you can use this trick.


6 Consonant le syllables: This syllable has a sneaky vowel (just like the vowel-consonant-e syllables above). It is, again, a silent e. The consonant le syllable specifically describes words that end in le because you will not actually hear the vowel sound; you will only hear and pronounce an l.


Syllables are categorized by which letters they use and which sounds they make as a result. There are six types of syllables: closed, open, vowel-consonant-e, r-controlled, diphthong, and consonant le syllables.


There is definitely a lot to learn about syllables! Try moving from simple to complex and coordinating with other grade levels to share the load. If students learn about open and closed one-syllable words in kindergarten, they can build on that knowledge year after year. This strategy for using the door to make open vs. closed syllables memorable for young kids is pure genius.


The most variant sounds in the English language are vowels. Rather than giving up or guessing, students need a strategy for determining how to pronounce vowels. With over 600,000 words in English, and each word categorized as one of six syllable types or as a composite of syllable types, knowledge of the syllable types can give students a strategy for pronouncing an unfamiliar word.


The overview video introduces the concept of a syllable and discusses the importance of understanding syllable types as a way to pronounce variant vowel sounds. Participants review the English Language Arts Texas Essential Knowledge and Skills and reflect on the skills students must master at each grade level to successfully progress toward college and career readiness.


The Discovery Method is used throughout this section to introduce syllable types. The Discovery Method is a teaching technique that encourages students to take an active role in the learning process by answering a series of questions to introduce a general concept (Mayer, 2003). The responses to these questions lead students to the understanding of a concept before it is explicitly stated.


Once a syllable type is taught it is important for students to be able to read longer words that include multiple syllable types. Struggling readers often attempt to read multisyllabic words by guessing. A syllable division strategy for reading multisyllabic words described here teaches students to decode multisyllabic words by identifying the vowel sounds and then dividing the words into chunks or syllables.


In this video, the presenter introduces r-controlled syllables. An r-controlled syllable has an r after the vowel. The vowel makes an unexpected sound. The sound that or and ar make depend on whether the syllable in which they appear is accented. Accented syllables are covered in depth in Additional Information for Six Syllable Types.


The presenter defines vowel digraph and diphthong syllables. A vowel digraph syllable has two adjacent letters that make one vowel sound, such as boat. A vowel diphthong syllable has two adjacent letters that blend smoothly together, such as round. After students can recognize vowel digraphs and diphthongs, they need to be taught the sound each makes. Some vowel digraphs and diphthongs make more than one sound.


Syllables that are stressed in pronunciation are accented syllables. This video provides opportunities to identify accented syllables in words, which can help a reader determine what sound the vowel will make.


The schwa sound, sometimes called a lazy vowel sound, is typically heard in unaccented syllables. This video describes its origin, location in words, and a strategy for teaching the schwa sound to students. 041b061a72


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