• Phase 3: Full Alphabetic Course→
  • Word Reading & Comprehension Skills→
  • Prepare to Read→
  • Words Are Made of Syllables

Guide

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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.
Begin Lesson
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Words Are Made of Syllables

Divide multisyllabic words

Begin Lesson

Guide

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  1. Ask
    Look at these words. How many vowels do you see in different parts or syllables of each word?
    (two, more than one)
  2. 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. 
  3. Push next to continue

 

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  1. Ask
    Let’s look at the picture together. Where is the octopus walking?
    (on the bottom of the sea)
  2. Say
    It is walking on the bottom of the sea. Let’s look at the word bottom more closely.
  3. Push next to show the word

 

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  1. Say
    Let’s see how many syllables we have in the word bottom. Clap bottom with me.
  2. Clap out with your students and Ask
    bot•tom (2 claps)
    How many syllables did you hear?
    (2)
  3. Say
    I will show you how to divide this multisyllabic word into syllables.
    First, let’s spot the vowels in the word.
  4. Push next to spot the vowels

 

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  1. Ask
    Can you name the vowels in the word?
    (vowels o and o)
  2. Say
    Now that we spotted the vowels, we will dot them so we can figure out how to divide the word into two syllables. 
  3. Push next to dot the vowels

 

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  1. 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.
  2. Push next to connect the dots

 

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  1. Point to the line and Ask
    How many consonants do you see between the dots?
    (2)
  2. Ask
    We have two consonants between two vowels. Can you name the vowel-consonant pattern?
    (VCCV)
  3. Push next to show the syllable division strategy

 

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  1. 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.  
  2. Push next to divide the word into syllables

 

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  1. 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)
  2. 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. 
  3. Say
    Let’s read the first syllable of the word: /bŏt/.
    (/bŏt/)
  4. 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)
  5. 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. 
  6. Say
    Let’s read the second syllable of the word: /tŏm/.
    (/tŏm/)
  7. 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. 
  8. 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/)
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  1. Ask
    Let’s do another word. Why do you think the frog is hiding in the mud?
    (to protect itself)
  2. Say
    Frogs hide to protect themselves. Let’s look at the word protect more closely.
  3. Push next to show the word

 

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  1. Say
    Let’s see how many syllables we have in the word protect. Clap protect with me.
  2. Clap out with your students and Ask
    pro•tect (2 claps)
    How many syllables did you hear?
    (2)
  3. Say
    Now let’s divide this multisyllabic word into syllables.
    First, let’s spot the vowels in the word.
  4. Push next to spot the vowels

 

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  1. Ask
    Can you name the vowels in the word?
    (vowels o and e)
  2. Say
    Now that we spotted the vowels, let’s dot them.
  3. Push next to dot the vowels

 

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  1. Say
    I see two dots because we have two vowels in the word protect. Now let’s connect the dots.
  2. Push next to connect the dots

 

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  1. Point to the line and Ask
    How many consonants do you see between the dots?
    (1)
  2. Ask
    We have one consonant between two vowels. Can you name the vowel-consonant pattern?
    (VCV)
  3. Push next to show the syllable division strategy

 

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  1. 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.
  2. Push next to divide the word into syllables

 

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  1. 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)
  2. 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. 
  3. Say
    Let’s read the first syllable of the word: /prō/.
    (/prō/)
  4. 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)
  5. 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. 
  6. Say
    Let’s read the second syllable of the word: /tĕkt/.
    (/tĕkt/)
  7. 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.
  8. 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.
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  1. Ask
    Now let’s do another word. What is the octopus doing?
    (It is hiding and changing colors.)
  2. Say
    I think it is hiding by changing its colors and textures. It looks like a quiet rock so the enemy wouldn’t notice it’s there. Let’s look at the word quiet more closely.
  3. Push next to show the word

 

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  1. Say
    Let’s see how many syllables we have in the word quiet. Clap quiet with me.
  2. Clap out with your students and Ask
    qui•et (2 claps)
    How many syllables did you hear?
    (2)
  3. Say
    Now let’s divide this multisyllabic word into syllables.
    First, let’s spot the vowels in the word.
  4. Push next to spot the vowels

 

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  1. Ask
    Can you name the vowels in the word?
    (vowels u, i, and e)
  2. Point to the qu blend as you Say
  3. The letter u forms the qu blend that spells /kw/ sound with the letter q. So it functions as a consonant in this word not as a vowel. So we will spot the other two vowels only, vowels i and e.
  4. Say
    Now that we spotted the vowels, let’s dot them.
  5. Push next to dot the vowels

 

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  1. Say
    I see two dots because we have two vowels in the word quiet. Now let’s connect the dots.
  2. Push next to connect the dots

 

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  1. Point to the line and Ask
    How many consonants do you see between the dots?
    (0)
  2. Ask
    We have no consonant between two vowels. Can you name the vowel-consonant pattern?
    (VV)
  3. Push next to show the syllable division strategy

 

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  1. Say
    When we have no consonant between the vowels, we can divide it between the vowels, V/V, using the Lion word strategy. 
  2. Push next to divide the word into syllables

 

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  1. Point to the first syllable of the word and Ask
    Is the first syllable qui– an open syllable or a closed syllable?
    (an open syllable)
  2. Say
    It looks like an open syllable because it ends with a single vowel. So we can pronounce the letter i as a long vowel as in other open syllables. 
  3. Say
    Let’s read the first syllable of the word: /kwī/.
    (/kwī/)
  4. Point to the second syllable of the word and Ask
    Is the second syllable –et an open syllable or a closed syllable?
    (a closed syllable)
  5. Say
    I recognize the second syllable is a closed syllable because I see the letter t right after one vowel. This means we pronounce the letter e as a short vowel.
  6. Say
    Let’s read the second syllable of the word: /ĕt/.
    (/ĕt/)
  7. Say
    So the word quiet has one open and one closed syllable after we divide it: qui– and –et. Now blend the syllables together: /kwīĕt/.
    (/kwīĕt/)
  8. Say
    When we speak, we tend to pronounce the unstressed syllable as a schwa sound /ə/ which almost sounds like a short u. So it can also sound like /kwīət/. For spelling, it is better to think of it with the short e pronunciation.
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  1. Ask
    Let’s do another word. How do you think the octopus moves quickly in the water?
    (It propels itself.)
  2. Say
    Octopuses propel themselves with a jet of water. Let’s look at the word propel more closely.
  3. Push next to show the word

 

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  1. Say
    Let’s see how many syllables we have in the word propel. Clap propel with me.
  2. Clap out with your students and Ask
    pro•pel (2 claps)
    How many syllables did you hear?
    (2)
  3. Say
    Now let’s divide this multisyllabic word into syllables.
    First, let’s spot the vowels in the word.
  4. Push next to spot the vowels

 

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  1. Ask
    Can you name the vowels in the word?
    (vowels o and e)
  2. Say
    Now that we spotted the vowels, let’s dot them.
  3. Push next to dot the vowels

 

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  1. Say
    I see two dots because we have two vowels in the word propel. Now let’s connect the dots.
  2. Push next to connect the dots

 

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  1. Point to the line and Ask
    How many consonants do you see between the dots?
    (1)
  2. Ask
    We have one consonant between two vowels. Can you name the vowel-consonant pattern?
    (VCV)
  3. Push next to show the syllable division strategy

 

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  1. 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.
  2. Push next to divide the word into syllables

 

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  1. 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)
  2. 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. 
  3. Say
    Let’s read the first syllable of the word: /prō/.
    (/prō/)
  4. 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)
  5. 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. 
  6. Say
    Let’s read the second syllable of the word: /pĕl/.
    (/pĕl/)
  7. 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.
  8. 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.
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  1. Ask
    Let’s do another word. What is the Elephant bird doing?
    (He is whispering to Sarita.)
  2. Say
    The Elephant bird is whispering to Sarita. They are sharing a secret. Let’s look at the word secret more closely.
  3. Push next to show the word

 

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  1. Say
    Let’s see how many syllables we have in the word secret. Clap secret with me.
  2. Clap out with your students and Ask
    se•cret (2 claps)
    How many syllables did you hear?
    (2)
  3. Say
    Now let’s divide this multisyllabic word into syllables.
    First, let’s spot the vowels in the word.
  4. Push next to spot the vowels

 

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  1. Ask
    Can you name the vowels in the word?
    (vowels e and e)
  2. Say
    Now that we spotted the vowels, let’s dot them.
  3. Push next to dot the vowels

 

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  1. Say
    I see two dots because we have two vowels in the word secret. Now let’s connect the dots.
  2. Push next to connect the dots

 

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  1. Point to the line and Ask
    How many consonants do you see between the dots?
    (2)
  2. Ask
    We have two consonants between two vowels. Can you name the vowel-consonant pattern?
    (VCCV)
  3. Push next to show the syllable division strategy

 

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  1. 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. 
  2. Say
    That said, let’s divide the word before the letters cr, V/CCV, using the Tiger word strategy. 
  3. Push next to divide the word into syllables

 

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  1. 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)
  2. 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. 
  3. Say
    Let’s read the first syllable of the word: /sē/.
    (/sē/)
  4. 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)
  5. 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.
  6. Say
    Let’s read the second syllable of the word: /krĕt/.
    (/krĕt/)
  7. 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/)
  8. 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.
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  1. Ask
    Let’s do another word. What do you think the Arctic hare is doing behind the rock?
    (hiding)
  2. Say
    I think this Arctic hare is hiding behind a rock. Let’s look at the word hiding more closely.
  3. Push next to show the word

 

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  1. Say
    Let’s see how many syllables we have in the word hiding. Clap hiding with me.
  2. Clap out with your students and Ask
    hi•ding (2 claps)
    How many syllables did you hear?
    (2)
  3. Say
    Now let’s divide this multisyllabic word into syllables. First, let’s spot the vowels in the word.
  4. Push next to spot the vowels

 

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  1. Ask
    Can you name the vowels in the word?
    (vowels i and i)
  2. Say
    Now that we spotted the vowels, let’s dot them.
  3. Push next to dot the vowels

 

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  1. Say
    I see two dots because we have two vowels in the word hiding. Now let’s connect the dots.
  2. Push next to connect the dots

 

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  1. Point to the line and Ask
    How many consonants do you see between the dots?
    (1)
  2. Ask
    We have one consonant between two vowels. Can you name the vowel-consonant pattern?
    (VCV)
  3. Push next to show the syllable division strategy

 

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  1. 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.
  2. Push next to divide the word into syllables

 

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  1. 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)
  2. 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. 
  3. Say
    Let’s read the first syllable of the word: /hī/.
    (/hī/)
  4. 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)
  5. 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.  
  6. Say
    Let’s read the second syllable of the word: /dēŋ/.
    (/dēŋ/)
  7. 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.

 

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  1. 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)
  2. Say
    A frog can protect itself from its enemy. Let’s look at the word enemy more closely.
  3. Push next to show the word

 

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  1. Say
    Let’s see how many syllables we have in the word enemy. Clap enemy with me.
  2. Clap out with your students and Ask
    en•e•my (3 claps)
    How many syllables did you hear?
    (3)
  3. Say
    Now let’s divide this multisyllabic word into syllables.
    First, let’s spot the vowels in the word.
  4. Push next to spot the vowels

 

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  1. Ask
    Can you name the vowels in the word?
    (vowels e, e and y)
  2. 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.  
  3. Say
    Now that we spot the vowels, let’s dot them.
  4. Push next to dot the vowels

 

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  1. Say
    I see three dots because we have three vowels in the word enemy. Now let’s connect the dots.
  2. Push next to connect the dots

 

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  1. Point to the line and Ask
    How many consonants do you see between the first and second dots?
    (1)
  2. Say
    This is the VCV vowel pattern because there is one consonant between the first and second vowels. 
  3. Point to the line and Ask
    How many consonants do you see between the second and third dots?
    (1)
  4. Say
    We have one consonant between the second and third vowels, so this is the VCV vowel pattern as well.
  5. Push next to show the syllable division strategy

 

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  1. 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.
  2. Push next to continue

 

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  1. Say
    If I use the Tiger strategy, I get e/ne/my (/ēnēmē/) which is not a word I recognize. 
  2. 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.
  3. Push next to divide the word into syllables

 

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  1. 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)
  2. 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/)
  3. 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)
  4. 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/)
  5. 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)
  6. 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/)
  7. 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/)

 

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  1. Ask
    Let’s do another word. What sea animal is Datiz talking about in the classroom?
    (octopus)
  2. Say
    Datiz is talking about an octopus. Let’s look at the word octopus more closely.
  3. Push next to show the word

 

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  1. Say
    Let’s see how many syllables we have in the word octopus. Clap octopus with me.
  2. Clap out with your students and Ask
    oc•to•pus (3 claps)
    How many syllables did you hear?
    (3)
  3. Say
    Now let’s divide this multisyllabic word into syllables.
    First, let’s spot the vowels in the word.
  4. Push next to spot the vowels

 

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  1. Ask
    Can you name the vowels in the word?
    (vowels o, o and u)
  2. Say
    Now that we spot the vowels, let’s dot them.
  3. Push next to dot the vowels

 

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  1. Say
    I see three dots because we have three vowels in the word octopus. Now let’s connect the dots.
  2. Push next to connect the dots

 

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  1. Point to the line and Ask
    How many consonants do you see between the first and second dots?
    (2)
  2. Say
    This is the VCCV vowel pattern because there are two consonants between the first and second vowels. 
  3. Point to the line and Ask
    How many consonants do you see between the second and third dots?
    (1)
  4. Say
    We have one consonant between the second and third vowels, so this is the VCV vowel pattern.
  5. Push next to show the syllable division strategy

 

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  1. 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.
  2. Push next to divide the word into syllables

 

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  1. 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)
  2. 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/)
  3. 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)
  4. 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/)
  5. 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)
  6. 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.
  7. 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/)
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  1. Ask
    Let’s do another word. Can you find the frog in the picture?
    (It is on the green plant.)
  2. 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.
  3. Push next to show the word

 

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  1. Say
    Let’s see how many syllables we have in the word expert. Clap expert with me.
  2. Clap out with your students and Ask
    ex•pert (2 claps)
    How many syllables did you hear?
    (2)
  3. Say
    Now let’s divide this multisyllabic word into syllables.
    First, let’s spot the vowels in the word.
  4. Push next to spot the vowels

 

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  1. Ask
    Can you name the vowels in the word?
    (vowels e and e)
  2. 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. 
  3. Say
    Now that we spotted the vowels, let’s dot them.
  4. Push next to dot the vowels

 

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  1. Say
    I see two dots because we have two vowels in the word expert. Now let’s connect the dots.
  2. Push next to connect the dots

 

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  1. Point to the line and Ask
    How many consonants do you see between the dots?
    (2)
  2. Ask
    We have two consonants between two vowels. Can you name the vowel-consonant pattern?
    (VCCV)
  3. Push next to show the syllable division strategy

 

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  1. 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.  
  2. Push next to divide the word into syllables

 

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  1. 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)
  2. 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. 
  3. Say
    Let’s read the first syllable of the word: /ĕks/.
    (/ĕks/)
  4. Point to the second syllable of the word and Ask
    What letter is following the vowel in the syllable –pert?
    (letter R)
  5. 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/.
  6. Say
    Let’s read the second syllable of the word: /pərt/.
    (/pərt/)
  7. 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/)

 

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