Guide
Objective
Students will divide multisyllabic words into syllables using the spot-and-dot syllable division method and animal syllable division strategies.
Teacher Tips
Before conducting this lesson, make sure to go over Unit 1 (Syllable Types & Division) and the ‘Syllable Sort’ activity in this unit with your students. Help students practice syllable division strategies and methods so they can read multisyllabic words they encounter in text.
Syllable Division
Divide multisyllabic words
Guide
- Ask
Look at these words. How many vowels do you see in different parts or syllables of each word?
(two, more than one) - Say
Because they have more than one vowel sound, they also have more than one syllable so they are multisyllabic words. We can divide these multisyllabic words into open, closed and/or bossy R syllables, so we can read them. Let’s practice together to help you read more words. - Push next to continue
Guide
- Ask
Let’s look at the picture together. Where is the octopus walking?
(on the bottom of the sea) - Say
It is walking on the bottom of the sea. Let’s look at the word bottom more closely. - Push next to show the word
Guide
- Say
Let’s see how many syllables we have in the word bottom. Clap bottom with me. - Clap out with your students and Ask
bot•tom (2 claps)
How many syllables did you hear?
(2) - Say
I will show you how to divide this multisyllabic word into syllables.
First, let’s spot the vowels in the word. - Push next to spot the vowels
Guide
- Ask
Can you name the vowels in the word?
(vowels o and o) - Say
Now that we spotted the vowels, we will dot them so we can figure out how to divide the word into two syllables. - Push next to dot the vowels
Guide
- Say
So we spot and dot the vowels. I see two dots because we have two vowels in the word bottom. Now let’s connect the dots. - Push next to connect the dots
Guide
- Point to the line and Ask
How many consonants do you see between the dots?
(2) - Ask
We have two consonants between two vowels. Can you name the vowel-consonant pattern?
(VCCV) - Push next to show the syllable division strategy
Guide
- Say
When we have two consonants between the vowels, we divide the word into syllables between the two consonants, VC/CV, using the Rabbit word strategy. - Push next to divide the word into syllables
Guide
- Point to the first syllable of the word and Ask
Is the first syllable bot– an open syllable or a closed syllable?
(a closed syllable) - Say
I recognize the first syllable is a closed syllable because it has one vowel followed by a consonant, the letter t. This means we pronounce the letter o as a short vowel. When we recognize what kind of syllable it is, we know how to pronounce the vowel. - Say
Let’s read the first syllable of the word: /bŏt/.
(/bŏt/) - Point to the second syllable of the word and Ask
Does the second syllable –tom look like an open syllable or a closed syllable?
(a closed syllable) - Say
It looks like a closed syllable because there is one vowel followed by a consonant sound. This means we pronounce the letter o as a short vowel. - Say
Let’s read the second syllable of the word: /tŏm/.
(/tŏm/) - Say
Let’s put all the syllables together: /bŏtŏm/.
But that doesn’t sound exactly right. So we have to be flexible and try schwa pronunciations for the second syllable. The schwa sound /ə/ almost sounds like a short i. For spelling, it is better to think of it with the short o pronunciation. - Say
So the word bottom has one closed and one schwa syllable after we divide it: bot– and –tom. Now blend the syllables together: /bŏtəm/.
(/bŏtəm/)
Guide
- Ask
Let’s do another word. Why do you think the frog is hiding in the mud?
(to protect itself) - Say
Frogs hide to protect themselves. Let’s look at the word protect more closely. - Push next to show the word
Guide
- Say
Let’s see how many syllables we have in the word protect. Clap protect with me. - Clap out with your students and Ask
pro•tect (2 claps)
How many syllables did you hear?
(2) - Say
Now let’s divide this multisyllabic word into syllables.
First, let’s spot the vowels in the word. - Push next to spot the vowels
Guide
- Ask
Can you name the vowels in the word?
(vowels o and e) - Say
Now that we spotted the vowels, let’s dot them. - Push next to dot the vowels
Guide
- Say
I see two dots because we have two vowels in the word protect. Now let’s connect the dots. - Push next to connect the dots
Guide
- Point to the line and Ask
How many consonants do you see between the dots?
(1) - Ask
We have one consonant between two vowels. Can you name the vowel-consonant pattern?
(VCV) - Push next to show the syllable division strategy
Guide
- Say
When we have one consonant between the vowels, we can try two different strategies to divide the word. We can divide it like a Tiger word, before the consonant V/CV, or like a Camel word, after the consonant VC/V. Let’s try the Tiger strategy first. - Push next to divide the word into syllables
Guide
- Point to the first syllable of the word and Ask
Does the first syllable pro– look like an open syllable or a closed syllable?
(an open syllable) - Say
It looks like an open syllable because it ends with a single vowel. So we can pronounce the letter o as a long vowel as in other open syllables. - Say
Let’s read the first syllable of the word: /prō/.
(/prō/) - Point to the second syllable of the word and Ask
Is the second syllable –tect an open syllable or a closed syllable?
(a closed syllable) - Say
I recognize the second syllable is a closed syllable because I see the letters ct right after one vowel at the end of the syllable –tect. This means we pronounce the letter e as a short vowel. - Say
Let’s read the second syllable of the word: /tĕkt/.
(/tĕkt/) - Say
So the word protect has one open and one closed syllable after we divide it: pro– and –tect. Now blend the syllables together: /prōtĕkt/.
(/prōtĕkt/)
Since we recognize the word and it makes sense, we don’t need to try the Camel strategy. - Say
When we speak, we tend to pronounce the unstressed syllable as a schwa sound /ə/ which almost sounds like a short i. So it can also sound like /prətĕkt/. For spelling, it is better to think of it with the long o pronunciation.
Guide
- Ask
Now let’s do another word. Why is this frog hiding in a pond?
(It is trying to protect itself.) - Say
It is hiding in a pond to protect itself. Let’s look at the word itself more closely. - Push next to show the word
Guide
- Say
Let’s see how many syllables we have in the word itself. Clap itself with me. - Clap out with your students and Ask
it•self (2 claps)
How many syllables did you hear?
(2) - Say
Now let’s divide this multisyllabic word into syllables.
First, let’s spot the vowels in the word. - Push next to spot the vowels
Guide
- Ask
Can you name the vowels in the word?
(vowels i and e) - Say
Now that we spotted the vowels, let’s dot them. - Push next to dot the vowels
Guide
- Say
I see two dots because we have two vowels in the word itself. Now let’s connect the dots. - Push next to connect the dots
Guide
- Point to the line and Ask
How many consonants do you see between the dots?
(2) - Ask
We have two consonants between two vowels. Can you name the vowel-consonant pattern?
(VCCV) - Push next to show the syllable division strategy
Guide
- Say
When we have two consonants between the vowels, we divide the word into syllables between the two consonants, VC/CV, using the Rabbit word strategy. - Push next to divide the word into syllables
Guide
- Point to the first syllable of the word and Ask
Is the first syllable it– an open syllable or a closed syllable?
(a closed syllable) - Say
I recognize the first syllable is a closed syllable because it has one vowel followed by a consonant, the letter t. This means we pronounce the letter i as a short vowel. - Say
Let’s read the first syllable of the word: /ĭt/.
(/ĭt/) - Point to the second syllable of the word and Ask
Is the second syllable –self an open syllable or a closed syllable?
(a closed syllable) - Say
I recognize the second syllable is also a closed syllable because I see the letters lf right after one vowel at the end of the syllable –self. This means we pronounce the letter e as a short vowel. - Say
Let’s read the second syllable of the word: /sĕlf/.
(/sĕlf/) - Say
So the word itself consists of two closed syllables: it– and –self. Now blend the syllables together: /ĭtsĕlf/.
(/ĭtsĕlf/)
Guide
- Ask
Let’s do another word. How do you think the octopus moves quickly in the water?
(It propels itself.) - Say
Octopuses propel themselves with a jet of water. Let’s look at the word propel more closely. - Push next to show the word
Guide
- Say
Let’s see how many syllables we have in the word propel. Clap propel with me. - Clap out with your students and Ask
pro•pel (2 claps)
How many syllables did you hear?
(2) - Say
Now let’s divide this multisyllabic word into syllables.
First, let’s spot the vowels in the word. - Push next to spot the vowels
Guide
- Ask
Can you name the vowels in the word?
(vowels o and e) - Say
Now that we spotted the vowels, let’s dot them. - Push next to dot the vowels
Guide
- Say
I see two dots because we have two vowels in the word propel. Now let’s connect the dots. - Push next to connect the dots
Guide
- Point to the line and Ask
How many consonants do you see between the dots?
(1) - Ask
We have one consonant between two vowels. Can you name the vowel-consonant pattern?
(VCV) - Push next to show the syllable division strategy
Guide
- Say
When we have one consonant between the vowels, we can try two different strategies to divide the word. We can divide it like a Tiger word, before the consonant V/CV, or like a Camel word, after the consonant VC/V. Let’s try the Tiger strategy first. - Push next to divide the word into syllables
Guide
- Point to the first syllable of the word and Ask
Does the first syllable pro– look like an open syllable or a closed syllable?
(an open syllable) - Say
It looks like an open syllable because it ends with a single vowel. So we can pronounce the letter o as a long vowel as in other open syllables. - Say
Let’s read the first syllable of the word: /prō/.
(/prō/) - Point to the second syllable of the word and Ask
Is the second syllable –pel an open syllable or a closed syllable?
(a closed syllable) - Say
I recognize the second syllable is a closed syllable because I see the letter l right after one vowel at the end of the syllable –pel. This means we pronounce the letter e as a short vowel. - Say
Let’s read the second syllable of the word: /pĕl/.
(/pĕl/) - Say
So the word propel has one open and one closed syllable after we divide it: pro– and –pel. Now blend the syllables together: /prōpĕl/.
(/prōpĕl/)
Since we recognize the word and it makes sense, we don’t need to try the Camel strategy. - Say
When we speak, we tend to pronounce the unstressed syllable as a schwa sound /ə/ which almost sounds like a short i. So it can also sound like /prəpĕl/. For spelling, it is better to think of it with the long o pronunciation.
Guide
- Ask
Let’s do another word. What is the Elephant bird doing?
(He is whispering to Sarita.) - Say
The Elephant bird is whispering to Sarita. They are sharing a secret. Let’s look at the word secret more closely. - Push next to show the word
Guide
- Say
Let’s see how many syllables we have in the word secret. Clap secret with me. - Clap out with your students and Ask
se•cret (2 claps)
How many syllables did you hear?
(2) - Say
Now let’s divide this multisyllabic word into syllables.
First, let’s spot the vowels in the word. - Push next to spot the vowels
Guide
- Ask
Can you name the vowels in the word?
(vowels e and e) - Say
Now that we spotted the vowels, let’s dot them. - Push next to dot the vowels
Guide
- Say
I see two dots because we have two vowels in the word secret. Now let’s connect the dots. - Push next to connect the dots
Guide
- Point to the line and Ask
How many consonants do you see between the dots?
(2) - Ask
We have two consonants between two vowels. Can you name the vowel-consonant pattern?
(VCCV) - Push next to show the syllable division strategy
Guide
- Point to the letters CR as you Say
When we have two consonants between the vowels, we divide the word into syllables between the two consonants, just like we practiced with our Rabbit word strategy.
However, the letters cr in the word secret form an r-blend sound together: /kr/. We want to keep the letters of a blend together because they are blended together. - Say
That said, let’s divide the word before the letters cr, V/CCV, using the Tiger word strategy. - Push next to divide the word into syllables
Guide
- Point to the first syllable of the word and Ask
Is the first syllable se– an open syllable or a closed syllable?
(an open syllable) - Say
I recognize the first syllable is an open syllable because it ends with a vowel, the letter e. This means we pronounce the letter e as a long vowel. - Say
Let’s read the first syllable of the word: /sē/.
(/sē/) - Point to the second syllable of the word and Ask
Does the second syllable –cret look like an open syllable or a closed syllable?
(a closed syllable) - Say
It looks like a closed syllable because there is one vowel followed by a consonant. So we can pronounce the letter e as a short vowel as in other closed syllables. - Say
Let’s read the second syllable of the word: /krĕt/.
(/krĕt/) - Say
So the word secret has one open and one closed syllable after we divide it: se– and –cret. Now blend the syllables together: /sēkrĕt/. (/sēkrĕt/) - Say
When we speak, we tend to pronounce the unstressed syllable as a schwa sound /ə/ which almost sounds like a short e. So it can also sound like /sēkrət/. For spelling, it is better to think of it with the short e pronunciation.
Guide
- Ask
Let’s do another word. What do you think the Arctic hare is doing behind the rock?
(hiding) - Say
I think this Arctic hare is hiding behind a rock. Let’s look at the word hiding more closely. - Push next to show the word
Guide
- Say
Let’s see how many syllables we have in the word hiding. Clap hiding with me. - Clap out with your students and Ask
hi•ding (2 claps)
How many syllables did you hear?
(2) - Say
Now let’s divide this multisyllabic word into syllables. First, let’s spot the vowels in the word. - Push next to spot the vowels
Guide
- Ask
Can you name the vowels in the word?
(vowels i and i) - Say
Now that we spotted the vowels, let’s dot them. - Push next to dot the vowels
Guide
- Say
I see two dots because we have two vowels in the word hiding. Now let’s connect the dots. - Push next to connect the dots
Guide
- Point to the line and Ask
How many consonants do you see between the dots?
(1) - Ask
We have one consonant between two vowels. Can you name the vowel-consonant pattern?
(VCV) - Push next to show the syllable division strategy
Guide
- Say
When we have one consonant between the vowels, we can try two different strategies to divide the word. We can divide it like a Tiger word, before the consonant V/CV, or like a Camel word, after the consonant VC/V. Let’s try the Tiger strategy first. - Push next to divide the word into syllables
Guide
- Point to the first syllable of the word and Ask
Is the first syllable hi– an open syllable or a closed syllable?
(an open syllable) - Say
I recognize the first syllable is an open syllable because it ends with a vowel, the letter i. This means we pronounce the letter i as a long vowel. - Say
Let’s read the first syllable of the word: /hī/.
(/hī/) - Point to the second syllable of the word and Ask
Is the second syllable –ding an open syllable or a closed syllable?
(a closed syllable) - Say
I recognize the second syllable is a closed syllable because it has one vowel followed by consonants, the digraph ng. But we remember that i-ng has a slightly different vowel pronunciation than we expect as in the word sing. - Say
Let’s read the second syllable of the word: /dēŋ/.
(/dēŋ/) - Say
So the word hiding has one open and one closed syllable after we divide it: hi– and –ding. Now blend the syllables together: /hīdēŋ/
(/hīdēŋ/)
Since we recognize the word and it makes sense, we don’t need to try the Camel strategy.
Guide
- Ask
Let’s do another word. This frog is hiding to protect itself. But from whom does it want to protect itself?
(from its enemy) - Say
A frog can protect itself from its enemy. Let’s look at the word enemy more closely. - Push next to show the word
Guide
- Say
Let’s see how many syllables we have in the word enemy. Clap enemy with me. - Clap out with your students and Ask
en•e•my (3 claps)
How many syllables did you hear?
(3) - Say
Now let’s divide this multisyllabic word into syllables.
First, let’s spot the vowels in the word. - Push next to spot the vowels
Guide
- Ask
Can you name the vowels in the word?
(vowels e, e and y) - Say
When y is at the end of a word, it functions as a vowel. So in the word enemy, we spot the vowels e and the vowel y as the vowels. - Say
Now that we spot the vowels, let’s dot them. - Push next to dot the vowels
Guide
- Say
I see three dots because we have three vowels in the word enemy. Now let’s connect the dots. - Push next to connect the dots
Guide
- Point to the line and Ask
How many consonants do you see between the first and second dots?
(1) - Say
This is the VCV vowel pattern because there is one consonant between the first and second vowels. - Point to the line and Ask
How many consonants do you see between the second and third dots?
(1) - Say
We have one consonant between the second and third vowels, so this is the VCV vowel pattern as well. - Push next to show the syllable division strategy
Guide
- Say
When we have one consonant between the vowels like between the first and second vowels, we can try two different strategies to divide the word. We can divide it like a Tiger word, before the consonant V/CV, or like a Camel word, after the consonant VC/V. Let’s try the Tiger strategy first.
So we can try the Tiger strategy, V/CV, between the second and third vowels as well. Let’s divide the word right after the second vowel, creating an open syllable with a long vowel pronunciation. - Push next to continue
Guide
- Say
If I use the Tiger strategy, I get e/ne/my (/ēnēmē/) which is not a word I recognize. - Point to the picture of a camel and Say
So let’s follow the animal cue and try the Camel strategy. We’ll divide the first syllable after the consonant. - Push next to divide the word into syllables
Guide
- Point to the first syllable of the word and Ask
Is the first syllable en– an open syllable or a closed syllable?
(a closed syllable) - Say
I recognize the first syllable is a closed syllable because it has one vowel followed by a consonant, the letter n. This means we pronounce the letter e as a short vowel.
Let’s read the first syllable of the word: /ĕn/.
(/ĕn/) - Point to the second syllable of the word and Ask
Does the second syllable –e– look like an open syllable or a closed syllable?
(an open syllable) - Say
We call it an open syllable when there is one vowel with nothing following it. However, since this is an unstressed syllable it has a schwa pronunciation.
Let’s read the second syllable of the word: /ə/.
(/ə/) - Point to the third syllable of the word and Ask
Is the third syllable –my an open syllable or a closed syllable?
(an open syllable) - Say
When the letter y ends a syllable or word it acts like a vowel, and we call it an open syllable when a syllable ends with a vowel. Because the letter y is at the end of the syllable –my and is acting like a vowel, it is an open syllable.
The vowel y usually borrows the long sound of either the vowel i or e. Typically, it says its long e sound (/ē/) at the end of a multisyllabic word.
Let’s read the second syllable of the word: /mē/.
(/mē/) - Say
So the word enemy has one closed, one schwa, and one open syllable after we divide it: en–, –my, and an unstressed schwa syllable in the middle. Now blend the syllables together: /ĕnəmē/.
(/ĕnəmē/)
Guide
- Ask
Let’s do another word. What sea animal is Datiz talking about in the classroom?
(octopus) - Say
Datiz is talking about an octopus. Let’s look at the word octopus more closely. - Push next to show the word
Guide
- Say
Let’s see how many syllables we have in the word octopus. Clap octopus with me. - Clap out with your students and Ask
oc•to•pus (3 claps)
How many syllables did you hear?
(3) - Say
Now let’s divide this multisyllabic word into syllables.
First, let’s spot the vowels in the word. - Push next to spot the vowels
Guide
- Ask
Can you name the vowels in the word?
(vowels o, o and u) - Say
Now that we spot the vowels, let’s dot them. - Push next to dot the vowels
Guide
- Say
I see three dots because we have three vowels in the word octopus. Now let’s connect the dots. - Push next to connect the dots
Guide
- Point to the line and Ask
How many consonants do you see between the first and second dots?
(2) - Say
This is the VCCV vowel pattern because there are two consonants between the first and second vowels. - Point to the line and Ask
How many consonants do you see between the second and third dots?
(1) - Say
We have one consonant between the second and third vowels, so this is the VCV vowel pattern. - Push next to show the syllable division strategy
Guide
- Say
When we have two consonants between the vowels like between the first and second vowels, we divide the word into syllables between the two consonants, VC/CV, using the Rabbit word strategy.
When we have one consonant between the vowels like between the second and third vowels, we can try two different strategies to divide the word. We can divide it like a Tiger word, before the consonant V/CV, or like a Camel word, after the consonant VC/V. Let’s try the Tiger strategy first. - Push next to divide the word into syllables
Guide
- Point to the first syllable of the word and Ask
Is the first syllable oc– an open syllable or a closed syllable?
(a closed syllable) - Say
I recognize the first syllable is a closed syllable because it has one vowel followed by a consonant, the letter c. This means we pronounce the letter o as a short vowel.
Let’s read the first syllable of the word: /ŏk/.
(/ŏk/) - Point to the second syllable of the word and Ask
Does the second syllable –to– look like an open syllable or a closed syllable?
(an open syllable) - Say
We call it an open syllable when there is one vowel with nothing following it. However, since this is an unstressed syllable it has a schwa pronunciation.
Let’s read the second syllable of the word: /tə/.
(/tə/) - Point to the third syllable of the word and Ask
Does the third syllable –pus look like an open syllable or a closed syllable?
(a closed syllable) - Say
It can be a closed syllable because there is one vowel followed by a consonant sound. But let’s check the pronunciation to see if we can pronounce the letter a as a short vowel as in other closed syllables. Say /pəs/.
(/pəs/)
Did you hear the short vowel sound /ŭ/ in the syllable?
(no)
So this syllable has a schwa sound /ə/ which almost sounds like a short i. When a syllable is unstressed in a multisyllabic word, it can have a schwa pronunciation, as in octopus. - Say
So the word octopus has one closed and two schwa syllables after we divide it: oc–, -to–, and –pus. Now blend the syllables together: /ŏktəpəs/.
(/ŏktəpəs/)
Guide
- Ask
Let’s do another word. Can you find the frog in the picture?
(It is on the green plant.) - Say
I see a green frog on a green plant. This frog is an expert at hiding. Let’s look at the word expert more closely. - Push next to show the word
Guide
- Say
Let’s see how many syllables we have in the word expert. Clap expert with me. - Clap out with your students and Ask
ex•pert (2 claps)
How many syllables did you hear?
(2) - Say
Now let’s divide this multisyllabic word into syllables.
First, let’s spot the vowels in the word. - Push next to spot the vowels
Guide
- Ask
Can you name the vowels in the word?
(vowels e and e) - Say
Remember that when a vowel is followed by the letter r it makes a bossy R sound. So that is why the letter r also is in red. It forms a vowel unit with the letter e that it follows. - Say
Now that we spotted the vowels, let’s dot them. - Push next to dot the vowels
Guide
- Say
I see two dots because we have two vowels in the word expert. Now let’s connect the dots. - Push next to connect the dots
Guide
- Point to the line and Ask
How many consonants do you see between the dots?
(2) - Ask
We have two consonants between two vowels. Can you name the vowel-consonant pattern?
(VCCV) - Push next to show the syllable division strategy
Guide
- Say
When we have two consonants between the vowels, we divide the word into syllables between the two consonants, VC/CV, using the Rabbit word strategy. - Push next to divide the word into syllables
Guide
- Point to the first syllable of the word and Ask
Is the first syllable ex– an open syllable or a closed syllable?
(a closed syllable) - Say
I recognize the first syllable is a closed syllable because it has one vowel followed by a consonant, the letter x. This means we pronounce the letter e as a short vowel. - Say
Let’s read the first syllable of the word: /ĕks/.
(/ĕks/) - Point to the second syllable of the word and Ask
What letter is following the vowel in the syllable –pert?
(letter R) - Say
I recognize the second syllable is a bossy R syllable because the letter r follows the vowel. This means the letter r bosses the sound of the vowel e to make a different sound. The letters er make the sound /ər/. - Say
Let’s read the second syllable of the word: /pərt/.
(/pərt/) - Say
So the word expert has one closed and one bossy R syllable after we divide it: ex– and –pert. Now blend the syllables together: /ĕkspərt/.
(/ĕkspərt/)
