ALEX Learning Activity

What's the Syllable Spelling Pattern?

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

  This learning activity provided by:  
Author: Robin Coachman
System:Dothan City
School:Dothan City Board Of Education
  General Activity Information  
Activity ID: 2948
Title:
What's the Syllable Spelling Pattern?
Digital Tool/Resource:
Syllables Spelling Patterns
Web Address – URL:
Overview:

In this activity, the teacher will introduce students to the video, "What Is a Syllable?" The teacher will discuss the different syllable patterns; closed, open, silent e, vowel team, r-controlled, and consonant-le. The teacher will explain how knowing the different syllable types help you know where words are divided. The teacher will use the Google Document, What Does the Syllable Part Spell? to help students to see the syllable division in multisyllabic words. 

This resource was created in partnership with Dothan City Schools.
  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 3
8. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context.

a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and odd or schwa syllables.

b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words.

Examples: VC/CV, V/CV, VC/V, CV/VC; com-mit-ment, e-vent, ev-er-y, po-et

c. Decode and encode words with three-consonant blends, digraphs, trigraphs, quadrigraph eigh, combinations, diphthongs, and silent letter combinations.

Examples: spl-, str-, scr-, squ-; th, sh, ch, ck, ph; tch, dge, igh; er, ir, ar, or; oi, oy, ou, ow; kn, gn, mb, wr, gh

d. Decode and encode words with graphemes that represent multiple sound-symbol correspondences by applying knowledge of most common to least common frequency.

Examples: y can be read /y/ in yet, /ē/ in candy, /ī/ in fly
digraph ch can be read /ch/ in chair, /sh/ in chef, and /k/ in school
diphthong ow is read /ou/ in cow, but digraph ow is read /ō/ in snow

e. Decode and encode multisyllabic words using knowledge of stress or accent to pronounce a word correctly, including the schwa sound when appropriate.

Examples: the noun con'/vict vs. the verb con/vict'; the noun pro'/duce vs. the verb pro/duce'

f. Decode and encode words using knowledge of the morphological structure of a word, including prefixes, suffixes, and roots.

Examples: fore-, anti-, post-, sub-; -ment, -hood, -er, -or; port, ject, form, dict

g. Decode and encode contractions with am, is, has, not, have, would, and will.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

h. Decode and encode frequently confused homophones accurately using knowledge of English and meaning to facilitate learning.

Examples: hear/here; night/knight; tacks/tax

i. Decode and encode words with hard and soft c and g.

j. Decode and encode grade-appropriate high frequency words that follow regular and irregular phoneme-grapheme correspondences, using knowledge of the specific sound-symbol correspondences that are irregular.
Learning Objectives:

The students will apply knowledge of multisyllabic word construction and syllable division principles to find syllable spelling patterns to accurately decode and encode multisyllabic words.
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

1. The teacher will start the activity with a video, "What's a Syllable?"

2. The teacher will explain in detail the different types of syllable patterns for students to understand how multisyllabic words are divided. 

  • Closed syllable (pub/lish, pen/cil) is when there is one vowel and that vowel makes the short sound. Closed syllables have one vowel followed by a consonant. The vowel is "closed" in.

  • Open syllable (pro/gram, e/qual) is when there is a long vowel sound and no other consonant letters come after the vowel. An open syllable ends with one vowel sound like in he, no, so, hi.

  • Silent e syllable (re/ceive, dis/guise) is when there is one vowel, one consonant, and the final e. Here the e is silent and the vowel is long.

  • Vowel team syllable (toast/er, rai/sin) is two and more letters working together to make one vowel sound. Vowel teams are NOT always vowel letters. For example, the vowel team igh has 3 letters and makes the long vowel i sound. This syllable type is also known as a vowel digraph or vowel diphthong.   

  • R-controlled syllable (gar/bage, mar/ket) is where the r controlled the vowel.

  • Consonant-le syllable (peo/ple, crip/ple) is the last three letters of a word including the le.

3. The teacher will display the different syllable patterns on an anchor chart as a resource for students to use. 

4.  The teacher will make a copy of each page from the Google Document and give students a copy of each page. 

5. The teacher will give the students ten minutes to use as many syllable parts to make a word. Students will also name the syllable type for the word.

6. For the final step, the teacher will allow students to exchange their papers with a partner to check for accuracy and give feedback to each other.
Assessment Strategies:

  • The teacher will monitor and observe students working independently.

  • The teacher will make anecdotal notes of students' understanding of the activity.

  • The teacher will collect the Google Document assignment to review students' work.

  • The teacher will also use the anchor chart to assess students' knowledge of the objective.
Advanced Preparation:

1. Teacher will need the video, "What Is a Syllable?"

2. Teacher will need a copy of each page of the Google Document to give to every student.

3. Teacher will need a pencil for each student.

4. Teacher will need anchor chart paper (at least six sheets).

5. Teacher will need markers.

6. Teacher will need tape (for extension strategy).

7. Teacher will need index cards (for extension strategy).
Variation Tips (optional):

Intervention: The teacher will use the activity from the Flordia Research Center Activities for students who need additional practice with dividing and constructing multisyllabic words. The students will identify syllable patterns by playing this game. The students will take turns pulling cards from a stack to name the syllable pattern.

Extension: For students needing a challenge, allow students to add new multisyllabic words to each of the anchor charts displayed in the classroom. The teacher will ask students to write words with 2,3, and 4 syllables parts with the same syllable type of pattern as the anchor chart on index cards.
Notes or Recommendations (optional):
  Keywords and Search Tags  
Keywords and Search Tags: decoding, encoding, multisyllabic words, syllable division, syllable patterns, syllables