Syllabication Activities
T he following quick, fun activities can heighten students’ awareness of syl-
lable divisions (Carreker, 1999). Use the Common Syllable Frequency
Charts on pages 196–199 to select syllables for the activities.
Research Behind the Common Syllable Frequency Charts
One chart contains the 100 Most Common Non-word Syllables. The other contains the
322 Most Frequent Syllables in the 5,000 Most Common Words in English. Of these syl-
lables, 222 or 69% are non-word syllables and 100 or 31% are word syllables. These syl-
lables account for over 70% of the syllables used in these 5,000 words. Sakiey and
Martin (1980) have shown that 92% of the syllables found in primary-grade basal read-
ers have no more than two pronunciations; 66% of the syllables have only one pronunci-
ation. Therefore, because these syllables are so regular and are used so often, knowing
them will give students great flexibility and agility in reading multisyllabic words.
1. Separated-Syllables Read: Write words on the chalkboard syllable by sylla-
ble, leaving enough space between the word parts for students to see syllable
divisions. Ask students to use their knowledge of common syllable spelling pat-
Teaching Phonics & Word Study in the Intermediate Grades • Scholastic Professional Books
terns (e.g., closed syllables, open syllables, consonant + -le) to read each word.
Model blending as necessary by discussing syllable generalizations. When there’s
a question about a syllable’s pronunciation, be sure to have students explain why
they pronounced it as they did. It is critical that students be able to verbalize all
six syllable-spelling patterns. When they’ve read each syllable in a word, have
students read the word at a natural pace (Gillingham and Stillman, 1997).
fan tas tic fa ble ab sent
pump kin ad ven ture croc o dile
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2. Related-Syllables Read: Write on the chalkboard a series of related open
and closed syllables, such as re, rem, em. Have students use their knowledge of
open and closed syllables to read each. Alternative: Create syllable lists using all
prefixes, all suffixes, all consonant + -le syllables, or some other grouping.
re rem em lo lom om
fi fim im bo bot ot
3. Multisyllabic Words Manipulation: Divide words you’ve selected from
upcoming reading selections into syllables. Write each syllable on a note card.
Display the syllables that make up one of the words in jumbled order (e.g.,
tas fan tic). Have students arrange the syllables to form the word. When
necessary, discuss the pronunciation and spelling generalizations of any
confusing syllables.
tas fan tic
4. Syllable Scoop: On a reproducible master, write 20 multisyllabic words from
an upcoming story. Have students work with a partner to draw an arc, or to
scoop with their finger, under each syllable as they read each word aloud. Then
have them code each syllable by type (e.g., draw a macron over all open sylla-
bles with long vowel sounds, circle all the prefixes). Alternative: Have students
Teaching Phonics & Word Study in the Intermediate Grades • Scholastic Professional Books
code a specific type of syllable—circle all consonant + -le syllables or underline
all closed syllables—and then read the words. Visually identifying the common
syllable-spelling pattern makes reading the entire word easier.
table
5. Speed Drills: These quick-paced, timed drills (see pages 193–194
for samples) are fun. One drill contains 20 common syllables in random
order. The other contains words with a specific syllable-spelling pattern
(consonant + -le). Before timing students, give them a chance to practice
reading the syllables or words on the drill. Then, give them one minute to
read as many syllables or words as they can. This must be done one-on-one
with each student. I suggest selecting five students each day to test. On a
copy of the drill, mark the syllables or words the students mispronounce.
Have students count the number of syllables or words read correctly and
mark this on a progress chart. Students find it highly motivating to track
their own progress.
192
Sample Syllable Speed Drill
ing un ture ex dis com un im ter ment
er der ing dis un ver er ble ble tion
ter num ment ver ing bout der ex er ple
tion ble er ple ple re dis num re est
re ment bout re ble der ing com un ver
ver ture un ble er em bout tion ing ture
ex est ter im num ex ter re fi com
bout dis com tion est tion ture ver dis ex
com im est num ter ment ment fi der bout
ple fi der fi ture fi est ple num im
Teaching Phonics & Word Study in the Intermediate Grades • Scholastic Professional Books
193
Sample Consonant + le Word Speed Drill
bubble circle giggle pebble steeple wiggle fable middle sample simple
battle crinkle handle little sparkle puddle bottle steeple rattle settle
angle fable purple shingle stubble uncle angle marble needle saddle
bridle cattle fizzle middle rattle wrinkle title apple uncle single
apple eagle noble simple struggle title cattle gentle pebble struggle
ankle fiddle kettle puzzle puddle saddle eagle rumble vehicle ankle
double maple jungle rumble temple vehicle circle giggle purple stubble
bottle dazzle kindle mantle sprinkle bubble fiddle tumble jungle puzzle
bugle marble sample single tumble double bundle maple little wrinkle
bundle gentle muzzle needle settle battle handle kettle bridle wiggle
Teaching Phonics & Word Study in the Intermediate Grades • Scholastic Professional Books
194
