Orton Gillingham for All

Go to the End and Count Back Three, if You See Consonant + LE

So, I have another blog called Moms Soul Café, which I posted to yesterday. Today, I was going through my past posts and noticed that I accidentally posted the following OG information to my Mom’s Soul Café blog. I imagine my audience was a tad confused about the relevance of Consonant + LE in that genre! But hopefully they learned a little something.

The syllable pattern in REVLOC is is a departure from the Vowel-Consontant-Vowel patterns. This one is Consonant+LE. It is the L in REVLOC.

If you have not read the post on REVLOC, please read it and come back.

When you have a word with a Consonant+LE at the end, count back three letters, then divide the word. Consontant + LE is ALWAYS at the end of the word.

The C+LE endings are:

  • ble
  • dle
  • fle
  • gle
  • kle
  • tle
  • zle
  • ple

They are pronounced as:

  • ble = b’l (as in bubble)
  • dle = d’l (as in idle)
  • fle = f’l (as in ruffle)
  • gle = g’l (as in giggle)
  • kle = k’l (as in pickle)
  • tle = t’l (as in turtle)
  • zle = z’l (as in sizzle)
  • ple = p’l (as in people)

Within this syllable division type there are different kinds of words.

One, when the middle consonant is doubled.

For example: Cuddle, sniffle

Or, when there is a consonant you can hear.

For example: shingle, tangle, purple

Or, when there is a ck inside the word.

For example: crackle, fickle, freckle, pickle

In this case, when dividing the word, you DO break up the CK.

So, to actually divide a word, it would look like this:

  • Cuddle (Oh! I see a C+LE!) I go to the end, count back three, and divide

Cud (closed syllable or C)      dle (Cons. + LE or L)

  • Purple (I see C+LE at the end!) go to the end, count back three, and divide

Pur (r-controlled or R)             ple (Cons. +LE or L)

  • Crackle (I see C+LE at the end! But oh no, there’s CK and I have been told to leave blends and digraphs together. RULE: In cons. + LE you are allowed to break up the CK)

Crac (Closed or C)                 kle (Cons. +LE or L)

Here is a worksheet to try. It asks that the student write the sound of each Consonant + LE syllable just like the list I wrote above.

cons + le worksheet

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More Syllable Division: The Long & Short of –ci, -si, -ti, -xi

Today, I received a great question from a reader. After my last post on syllable division, she asked me, “What do you say about the letter i in the following examples: div i sion in ci sion de li cious am bi tion ig ni tion???”
I can understand the confusion, based on my previous posts. According to what I have said so far, those I’s should be long because the syllable is considered open. Now we get into a more advanced rule of division. It has to do with the suffixes on those words.
This division rule has to do with -ci, -si, -ti, -xi being suffixes. They are Latin in origin.
In words containing these suffixes, you look at the letter preceding the suffix to determine if it is a long or short vowel.

A’s, O’s and U’s are always LONG
E’s are sometimes long and sometimes short
I’s are always SHORT
Examples of words for each letter:
A: com pli ca tion (that I in the syllable before the ca is a schwa), spa cious, gla cial, na tion — A is always LONG
O: so cial, fer o cious, ex plo sion, com mo tion — O is always Long
U: con sti tu sion (I in syllable before tu is a schwa), con fu sion, eff u sion — U is always Long
E: com ple xion (e can go either way, long or short! must test it because there is no rule), com ple tion, pre cious, spe cious
I: ig ni tion, am bi tious, in ni tial, arti fi cial (I in syllable before fi is a schwa), di vi sion — I is always SHORT
A trick to remembering these is: you can “Fill In” letters that are “strong” (or LONG).
Picture an “a” where the space is filled, O filled in, U can be filled in. “e” can only fill a little bit (in that top part) so it is sometimes long sometimes short, but the “weak” “i” holds nothing, so it is always short.

ci si ti xi long short

 

Here is a work sheet I did in class and an answer key (in case my writing is illegible).

ci si ti xi worksheet

ci si ti xi ans key

 

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A Mountain View: Labeling and Syllable Division

We have covered all of the components of REVLOC and the different syllable division rules. Today, I would like to condense that down to an overview, so, hopefully, a bigger picture can be formed.

First, REVLOC, stands for types of syllables. These syllables are then classified by the corresponding letter from the REVLOC system. Once classified (or maybe labeled is a better term), the word can be broken down and pronounced based on the rules associated with each syllable type.

The word “REVLOC” is what it is because that is the order in which each syllable type should be considered in pronunciation. For example, the word “war” might look like it is a closed syllable, however, the “ar” in this word make it an R-controlled syllable. R comes before the C in the word REVLOC, so that is how we know that the R-controlled is the rule to follow rather than Closed.

R – R-controlled

E – Magic E

V – Vowel Teams

L – Consonant + LE

O – Open

C – Closed

 

Once the labeling of syllables based on the REVLOC system is learned, moving forward into different types of words based on this system of labeling the syllables makes the words easier to pronounce.

What you get is a system of labeling syllables and then applying those labels to types of word-patterns. These word-patterns are based on vowel-consonant patterns within the words.

To overview these patterns:

Compound words: Divide between the words.                  Cow       boy                        Sun        set

Prefix/Suffix words: Divide between the prefix and/or the suffix and root. (un  im  press  ive  ly).

Consonant + LE (puzzle words): Count back three letters              Cir           Cle

Words with ck divide after the c                                Spec      kle

VCCCV (ostrich words): Do not divide consonants that go together, like blends and digraphs.

An          them

VCCV (rabbit, hornet, candy words): Divide between the two consonants.          Mag net

VCV (tiger, camel, hotel, motel words): 60% of the time, divide after the first vowel to get a long vowel sound. (pi  lot).

40% of the time, divide after the consonant to get a short vowel sound. (cab  in).

Special cases (hotel and motel), divide to get a schwa vowel in an unaccented first syllable (Japan). (pe  can). These are based on where the accent goes (which is determined by where the emphasis is when pronouncing a word).

VV (Lion and poem words): Divide between unstable digraphs and diphthongs or between vowels that do not form digraphs or diphthongs. (ru  in)  (li  on)  (e  on)

A diphthong is a word that had a vowel team which starts out as one sound but ends up as another, so that both vowels are pronounced. For example: coin, lion, ruin. Digraphs are two letters that come together to form another sound all together, like th or ch, tch.

Dimond

CW = Compound Words
The first three of the diamond are for older kids/adults
Teach VCCV first and VV last (it is advanced)

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Go to the End and Count Back Three, if You See Consonant + LE

The syllable pattern in REVLOC is is a departure from the Vowel-Consontant-Vowel patterns. This one is Consonant+LE. It is the L in REVLOC.

If you have not read the post on REVLOC, please read it and come back.

When you have a word with a Consonant+LE at the end, count back three letters, then divide the word. Consontant + LE is ALWAYS at the end of the word.

The C+LE endings are:
• ble
• dle
• fle
• gle
• kle
• tle
• zle
• ple

They are pronounced as:
• ble = b’l (as in bubble)
• dle = d’l (as in idle)
• fle = f’l (as in ruffle)
• gle = g’l (as in giggle)
• kle = k’l (as in pickle)
• tle = t’l (as in turtle)
• zle = z’l (as in sizzle)
• ple = p’l (as in people)

Within this syllable division type there are different kinds of words.

One, when the middle consonant is doubled.

For example: Cuddle, sniffle

 

Or, when there is a consonant you can hear.

For example: shingle, tangle, purple

 

Or, when there is a ck inside the word.

For example: crackle, fickle, freckle, pickle

In this case, when dividing the word, you DO break up the CK.

 

So, to actually divide a word, it would look like this:

• Cuddle (Oh! I see a C+LE!) I go to the end, count back three, and divide

Cud (closed syllable or C) dle (Cons. + LE or L)

• Purple (I see C+LE at the end!) go to the end, count back three, and divide

Pur (r-controlled or R) ple (Cons. +LE or L)

• Crackle (I see C+LE at the end! But oh no, there’s CK and I have been told to leave blends and digraphs together. RULE: In cons. + LE you are allowed to break up the CK)

Crac (Closed or C) kle (Cons. +LE or L)

 

Here is a worksheet to try. It asks that the student write the sound of each Consonant + LE syllable just like the list I wrote above. Not sure why this is coming out sideways, but on my computer it is right side up. Please use your viewing program to turn it or comment to me to send it to you personally.

cons + le worksheet

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It’s Just an Ostrich! VCCCV Patterns

Now that we have gotten through the more challenging VCV syllable pattern, we can move to the next in line – VCCCV, Vowel-Consonant-Consonant-Consonant-Vowel. Even though it looks longer and possibly more challenging, this one requires less work to break up than VCV.

If you have not yet read the posts on REVLOC, VCCV, and VCV, I suggest reading those and coming back to this post. OG is a system that builds one section of lessons upon the next. This is the section called Syllable Division Rules.

The class I took, we called the VCCCV pattern Ostrich words. The main rule about Ostrich words is that when dividing, allow the consonants that go together to stay together. Those that would go together are blends and digraphs.

I have not yet posted on blends and digraphs, so I will give a brief description here and plan a more in depth post next week.

A Digraph is consonants that come together to make a new sound. Examples would be, th, ch, tch, sh, wh. Notice that we do not say, “t” “h,” we say, “th,” as in think or “c” “h,” we say, “ch,” as in chimp. The letters are together and being pronounced as one sound.

A blend is when consonants come together and we can hear both sounds. As in, bl, (blind), cl (climb), nd (found), st (lobster), gr (pilgrim). It doesn’t matter where the blend appears in a word, you can hear each letter clearly making its own sound.

So, going back to VCCCV, Ostrich – this is the breakdown of that word.

ostrich

Here are a couple more examples of VCCCV breakdown.

VCCCVDE

 

Below are examples of words with VCCCV pattern .

VCCCVwordst2VCCCVwordsheet

 

Now you try! Two worksheets:

VCCCVworksheetVCCCVwksh2

 

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VCV – the Tiger and the Camel Slept in a Motel in Japan

Hopefully everyone has been practicing the VCCV pattern while I have been away. My kids just got out of school and I have been busy starting a new business, selling the best skin care around (www.jenniferkwebb.myrandf.com) from Rodan + Fields, the same dermatologists that create Proactive. It’s a shameless plug, I know, but it really is a great product line; working miracles for my face.

Today we move into VCV – or vowel consonant vowel – patterns. If you have not read the posts on REVLOC or VCCV please do that now and come back. Each of these posts builds on the next.

There are not as many pattern types in VCV as there are in VCCV, but breaking the words up into syllables becomes a tad more difficult now, because we have to place an emphasis on accenting of the syllable. That determines where we will break it up (in VCCV we easily break the word between the two consonants, the c’s).

For accenting, a helpful rule is that the accent NEVER falls on a schwa, ever. So if there is a schwa in a syllable, don’t accent that syllable.

Another accenting trick my OG teacher taught us, (not sure this one is going to transfer in writing, but if you get it then use it, if not, you can move on) if you say a word like you are calling a dog, like you are yelling it, the longer syllable is usually the accented one. For example, if I were calling my dog I might say, caaammm, el – the cam is the accented syllable.

If that dog trick doesn’t work for you, then know that 60% of the time, divide after the first vowel to get a long vowel sound. 40% of the time, divide after a consonant to get a short vowel sound, and in special cases, divide to get a schwa vowel in an unaccented first syllable.

There are three types of patterns for VCV:

Camel                                                   cam’   el                40% of the time  VC/V

Tiger                                                      ti’  ger                   60% of the time   V/CV

Japan & Motel   — This is a category my OG teacher made up for words that may not fit in Camel or Tiger because they have schwas and you never accent a schwa syllable.

You are testing in this one to see if the accent is on the first or second syllable. When there is a schwa, it can push the accent to the second syllable.

Ja            pan’

Mo’        tel

A             bove’

Pro         tect’

The ultimate goal of any of this is to pronounce the word correctly. If a student can pronounce the word, there is success.

In VCV the reason we are accenting is to know where to divide the word for pronunciation. There is no clear cut rule for division of these types of words, except to test them before dividing.

For example:

Relish                    Is it: (1) Re  Lish     or    (2)Rel    ish

If it is (1), the first syllable would be open and the word would be re(long e)lish

If it is (2), the first syllable would be closed and the word would be rel(short e)ish.

Easy enough if you know the word, but pretend you are in kindergarten and you do not know.  Now test the word out for which syllable is accented.

Let me back up a bit here.

Relish – underline the vowels. We know there are two syllables because each syllable has to have a vowel.

Look for the pattern – Relish    eli is VCV.

Now if it were VCCV, I would automatically just divide between the two c’s, but it’s not. It is VCV. This means I automatically think about the accenting – that’s where I will divide.

I ask myself if there is a schwa, if either syllable has a vowel that has a “u” sound. Nope, not in relish.

I call the dog. If I use the short e spelling, the first syllable is the longer sound.

I decide that this is where the accent will be. On the first syllable.

Rel ish

One really almost has to have heard these types of words before being able to break it up. The goal is to break it and say, oh, I’ve heard rel-ish, but never heard of the word re-lish (which technically speaking would be to lish again because re is a prefix).

These types of words are, to me, the hardest to explain in writing and even to comprehend when being taught. If you can get this, you can master syllable division. We like to have rules with everything, but some things just don’t have a clear cut path and VCV pattern is one of them.

Below are some words and examples.

Camel Words

Lemon                  lem’       on

Linen                     lin’          en

Comet                  com’ et

Denim                   den’ im

Tiger Words

Nylon                    ny’ lon

Tulip                      tu’ lip

Pony                      po’ ny

Raven                   ra’ ven

Here is a sample of breakdowns of each:

VCV breakdown

Here is a sample worksheet from my class. See if you can divide the words and put them in the correct column (answers are below).

VCV worksheet

VCV worksheet answers

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A Harvest of VCCV Patterns

My last post was on the different patterns that make up syllable division. Now, I want to go through each pattern and how to label a word for easy pronunciation. If you have not read the post(s) on REVLOC, please read that now, and come back. It is important to have an understanding of REVLOC before dividing words, because after dividing the words into syllables, the rules of REVLOC will make pronunciation of the word much easier.

The first pattern (I learned in the OG course I took) is VCCV, or Vowel-Consonant-Consonant-Vowel. There are four different kinds of VCCV word patterns. They are labeled according to REVLOC syllable types.

They are:

Rabbit                           Two closed syllables

Reptile                          One Closed, One Magic E syllables

Candy                           One Closed, One Open syllables

Hornet                          One Closed, One R-Controlled syllables

To determine the type of word, we underline vowels, label the pattern, (in this case) divide between the two consonants, label each syllable based on REVLOC, and use that labeling to pronounce the word.

Here is an example of the dividing of each:

VCCV

Here are examples of each type of word patterns. See if you can divide them!

Rabbit words. Underline vowels, divide between consonants, label syllable according to REVLOC.

Plastic

Muffin

Mutton

Segment

Aspen

Puffin

Tennis

Velvet

Dentist

Bandit

Sudden

Goblet

Sandal

Signal

In order to make sure a student is grasping the concept and not just memorizing words, it is common to use nonsense words in exercises. Below is an example of some nonsense words to divide.

Flimsat

Hegnon

Vindip

Dibsob

Wombud

Kinvit

Uglol

Algam

Lansut

In addition to coding words, students should practice reading all words out loud. This fortifies the understanding of the different syllable types and the sounds they make. Students should even read the nonsense words.

Reptile Words. One closed and one magic e syllable. Divide between two consonants in VCCV pattern.

Hemline

Stampede

Sunshine

Costume

Dictate

Baptize

Ignite

Compile

Confide

Dislike

Candy words. One closed syllable, one open syllable. VCCV divide between the two consonants.

Taffy

Lobby

Fifty

Dusty

Hobby

Nanny

Sixty

Handy

Bumpy

Floppy

Plenty

Ugly

Nifty

Thrifty

Jiffy

Kitty

Pansy

Witty

Caddy

Hornet Words. One of the syllables will be R-controlled. Divide between the two consonants.

Market

Butler

Marlin

Banner

Garnet

Orbit

Border

Tardy

Scamper

Termite

Otter

Lumber

Hammer

Garment

Fender

Rafter

Perfume – R controlled and magic e

Burly – R controlled and open

Garlic

Sister

Derby

Harness

Garden

Harvest

Limber

Scarlet

Sherbet

Here is a list of three syllable VCCV words. And a picture of how they would be labeled.

Fantastic

Encompass

Confiscate

Atlantic

Indignant

Compensate

Insistent

photo (1)

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The Essence of OG Word Patterns & Syllable Division

When studying Orton Gillingham, one of the main focuses of the program is on dividing words into syllables (known as syllable division). The one and only point of syllable division is to pronounce the word. Nothing else. This means, if someone does not perfectly divide up the word, but is still able pronounce the word based on how it was divided, the person doing the dividing should consider that they succeeded in their mission.

With that said, we still want to learn the rules to syllable division because it makes learning easier when there are rules to follow, rather than just trying to haphazardly divide a word and pronounce it.

How syllable division is done:

  • By underlining the vowels in a word.
  • Recognizing the pattern of the consonants and vowels, and dividing the words based on pattern rules.
  • Classifying each syllable based on REVLOC, then using REVLOC rules to pronounce the word (for example: rab  bit – two closed syllables so both vowels are short.  I knew to break that word between the two b’s based on rules I learned in the pattern VCCV.).

If you are reading this before you have read the REVLOC portion, please go read that first and come back here. It will be a much more comprehensive view of OG if you know what the syllables are and how they are labeled before trying to divide the words into syllables.

The patterns of vowels and consonants are below. I am going in order of teaching (the order I learned them in).

  • VCCV – Vowel-Consonant-Consonant-Vowel
  • VCV – Vowel- Consonant-Vowel
  • VCCCV – Vowel-Consonant-Consonant-Consonant-Vowel
  • VV – Vowel-Vowel
  • Compound Word
  • Consonant + LE
  • Prefix-Suffix

As with REVLOC, I intend to go through each pattern in separate posts. This is just an overview.

The main idea I want to convey today is:

  • The overall goal of this syllable division exercise is to be able to pronounce the word.
  • There are patterns in consonants and vowels that determine where a word is broken up into syllables.
  • Those syllables become REVLOC syllables, which have rules to pronunciation, which gives a word easier manageability when pronouncing a word.
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They Come as a Team – Vowel Teams

So we’ve now gone through all of the syllable types except one in the REVLOC system of syllable division. We have covered C, E, O, R, and L. The final type of syllable is Vowel Teams – the V.  These vowel teams are vowel sounds (it’s the sound, not just the letters) formed by two or more letters (notice it is letters, not vowels) within the same syllable.

For example:

Bee

Bread

Boy

Light

Eight

 

In dividing a word, a Vowel Team syllable will look like this:

Conceit                                      con (closed or C)  ceit (vowel team or V)

As a side note: is this a vowel team?  The word: Quit?  NO! It is not. It is a closed syllable. QU is considered a consonant and always appears together in English. Why is this important? For pronunciation. This makes the “i” in Quit stay short as it would in most closed syllables.

 

Below are the vowel teams, what sound they make and example words. So here goes:

ai says ā (long a) as in Train. It usually occurs at the beginning or middle of words.

Examples: ail, mail, main, hair, quail, chair, stair, frail, air, strain, Spain, faith, waif, snail, drain

 

ay says ā (long a) as in Tray. It comes at the end of words.

Examples: bay, say, spray, pay, stay, haystack, away, sway

 

oa says ō (long o) as in boat. It comes at the beginning and middle of words.

Examples: oat, coat, coach, throat, loan, goal, toast

 

oe says ō (long o) as in toe. There are very few words  and it is usually at the end of words.

Examples: toe, doe, foe, hoe, Joe, roe, woe, Moe

 

ee says ē (long e) as in bee.

Examples: deed, seem, speed, knee, fee, screech, fifteen, sleet, indeed, greed

 

oi says “oi” as in oil.

Examples: point, avoid, thyroid, devoid, rejoice, loiter, typhoid, poison, coil

 

oy says “oi” as in boy. It is usually at the end of a word, with a few exceptions.

Examples: joy, employ, soy, alloy destroy, deploy, viceroy.

Exceptions from the end of word sentence: The loyal, royal, oyster took a voyage. These “oy” words are in the middle of the words.

 

oo commonly says “oo” as in food.

Examples: too, zoo, moon, boost, shampoo, proof, zoom, hoop, tattoo

 

oo also says “oo” in a few words, as in foot.

Examples: book, brook, cook, hook, wood, shook, hood, good, nook, hook, wool, soot, stood, look, took, nook, crook

 

ow says “ou” as in cow.

Examples: flower, shower, dowel, clown, tower, chowder, sow, endowment, plow, drown, brown, gown

 

ow also says “ō” (long o) as in snow.

Examples: blow, flown, thrown, elbow, owner, willow, sloe, owe, flow, growth, rainbow

 

ie says “ē” (long e) as in thief. It is usually in the middle.

Examples: belief, priest, siege, brief, field, pier, yield, shriek, fierce, achieve

 

ie also says “ī” (long i) as in pie. Usually at the end of words and there are very few.

Examples: pie, die, lie, tie, fie, vie, belie, underlie

 

ou says “ou” as in house.

Examples: about, amount, loud, foul, voucher, shroud, stout, proud, tout, thou, count, noun, gout, our

 

ou also says “oo” as in soup. These are French words that have made it into the English language.

Examples: croup, group, route, wound, you, youth, youthful, coupon, cougar, lou, Louis

 

ou also says “ŭ” (short u) as in double. This is rare.

Examples: trouble, couple, country, touch, young

 

au says “ô” as in auto. It comes at the beginning or the middle of words.

Examples: fault, launch, vault, gaudy, fraud, Paul, saunter, taut, sausage, daunt, saucer, laundry, jaunt

 

aw also says “ô” as in saw. It usually comes at the end of words.

Examples: claw, saw, draw, straw, flow, thaw, jaw, squaw, law, paw, raw, slaw

RULE: if a L, N, or K follow the “o” sound, use AW at the end. Examples: hawk, lawn, dawn, yawn, and scrawl.   In other words, if you hear this sound “ô,” and it’s at the end, always use the AW, not AU, as AU will not appear at the end of a word, only beginning and middle.

 

ea says “ē” (long e) as in eagle.

Examples: beach, bead, leave, treat, speak, tea, wheat, teacher, squeak, teach, steal, real, leap, heat, ease

 

ea also says “ĕ” (short e) as in Bread.

Examples: dread, sweat, instead, heavy, jealous, thread, lead (the medal), threat, heaven, pleasant, already, wealth, death, deaf, heading

 

ea also says “ā” (long a) as in steak. This is rare.

Examples: steak, break

NOTE: A sentence to help remember the sounds of EA is The eagle ate bread and steak.

 

ey says “ē” (long e) as in monkey. It is at the end of words.

Examples: barley, jockey, valley, money, dickey, New Jersey, chimney, key, volley, journey, pulley, turkey

 

ey also says “ā” (long a). It is rare.

Examples: they, convey, disobey, obey, hey, prey, survey, whey

 

igh says “ī” (long i) as in light. In the base word (if in a compound word), it is either at the end or followed by the letter t.

Examples: blight, high, sight, frighten, flashlight, lighthouse, highway, highness, moonlight, sigh, fright, insight

 

eigh says “ā” (long a) as in eight. In the base word (if in a compound word) it is either at the end or followed by the letter t.

Examples: weight, sleigh, neighbor, neigh, eight, eighty, weigh, freight, eighteen, neighborhood, eighty-eight.

 

ue makes the two long sounds of u: “oo” and “yoo.” As in, A true rescue. UE will come at the end of the word.

ue says “oo” as in true.

Examples: due, rue, avenue, sue, subdue, blue, glue, misconstrue, pursue

 

ue also says “yoo” as in rescue.

Examples: hue, statue, cue, argue, virtue, tissue, issue, continue

 

ew says both “oo” and “yoo”. As in, He grew a few inches. EW will come at the end of words.

ew says “oo” as in grew.

Examples: blew, chew, pew, mildew, jewel, new, grew, threw

 

ew says “yoo” as in few.

Examples: pew, few, pewter, nephew

 

ui says “oo” as in fruit. There are very few common words with this vowel team.

Examples: suitor, juice, nuisance, bruise, pursuit, cruise, recruit, suit, sluice

 

eu says both “oo” and “yoo” as in eucalyptus and Zeus. These are Greek in origin and not common.

eu says “oo” as in Zeus.

Examples: neuter, neutral, neuron, neural, neuritis, sleuth, deuce

 

eu also says “yoo” as in feud

Examples: feudal, Europe, eucalyptus, euphemism, Eugene, euphoria

 

ei says “ē” (long e) and comes after the letter c.

Examples: ceiling, conceive, conceit, deceive, receive, deceit, receipt, perceive

 

ei also says “ā” (long a) as in veil.

Examples: vein, rein, skein reindeer, heir, surveillance

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Don’t Get Ruffled or Baffled by Consonant + le

So far, I have covered R, E, O, C in the REVLOC system of breaking down words to provide rules for easier word pronunciation. Next, comes the L, which stands for Consonant + LE syllable types.

This type of syllable ALWAYS appears at the END of words. The E (the vowel in this type of syllable) is ALWAYS silent. Dictionaries may represent this syllable pronunciation as /b’l/ (to indicate the silence of the e).

Examples of consonant + le syllables:

ble          able                       notice the split:  a  ble – a is an open syllable so it’s long, ble is cons. + le

dle          cradle                    Split: cra (open), dle (cons. + le)

fle           stifle                      Split: sti (open), fle (cons. + le)

gle          bugle                     Split: bu (open), gle (cons. + le)

kle          tinkle                     Spit: tin (closed, but altered by the “ink”), kle (cons. + le)

tle           little                       Split: lit (closed), tle (cons. + le) – notice that if there was only one t, the i would be long.

zle          sizzle                     Split: siz (closed), zle (cons. + le)

ple          maple                   Split: ma (open), ple (cons. + le)

Here are examples of words that use the consonant + le.

Type 1 – middle consonant doubled, this makes only one sound in the middle:

Cuddle (it’s not cud, dle for the pronunciation, but if you only had one d, the u would be long)

Kettle

Fiddle

Paddle

Brittle

Smuggle

Topple

Type 2 – consonant you can hear (unlike the previous, you can hear the consonant before the cons. + le syllable here):

Shingle (“ing” alters the sound of the i in this closed syllable)

Purple

Handle

Gentle

Crumple

Type 3 – ck in the middle:

It appears that the break would be, frec, kle. But, when you have a letter combination like ck, it’s a digraph, and blends and digraphs stay together in word breakdowns. So, technically, it’s freck (k)le. Honestly, as long as the person doing the word breaking can pronounce the word at the end of the split, then the word can be broken up any way you want.

But keeping the “ck” together, means a person would not try to pronounce the c AND the k. They are a digraph, which means that they are two letters together making one sound. Other digraphs are ch, tch, sh, th, wh.

Crackle

Fickle

Trickle

Pickle

Cockle

Type 4 – open syllable with ble:

Ladle

Noble

Fable

Bible

Rifle

Title

Bugle

Sentences for dictation – always have student read back, aloud, what (s)he has written.

The table was brittle.

His freckles made him humble.

The title of the puzzle made her giggle.

He was gentle with the cattle.

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