Teaching Consonant-LE: Lesson Sequence(VIDEO)

If you’ve already read my article explaining what Consonant-LE is, this video picks up with the next question:

How do you actually teach it?

Below is the lesson sequence I use with students. It starts with recognizing the pattern, then moves into reading, spelling, syllable division, and connected text.

From Orton Gillingham Coaching

Watch on YouTube: How to Teach Consonant LE Syllable Pattern from Orton Gillingham Coaching

Before You Begin

By the time I introduce Consonant-LE, students already know Closed, Open, Magic E, and R-Controlled syllables. They have also begun dividing VCCV and VCV words, so they understand that words can be broken into syllables.

Now we’re ready to add the fifth syllable type in the REVLOC sequence: Consonant-LE.

Step 1: Introduce the Pattern

I don’t begin with full words.

Instead, I introduce the syllable pattern itself.

Students learn that:

• Consonant-LE always comes at the end of a word.
• The e is silent.
• This syllable doesn’t have its own vowel sound.
• In REVLOC, it is coded with L.

I have students read and spell syllables such as:

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

I usually save -cle (circle) until later because those words tend to be a little more advanced.

Step 2: Mix It with Other Syllable Types

Once students recognize Consonant-LE by itself, I mix it with Open, Closed, Magic E, and R-Controlled syllables.

Games and sorting activities work well here because students begin noticing the pattern instead of guessing.

Step 3: Start with Puzzle Words

I always teach Puzzle Words first because the first syllable is a predictable Closed syllable.

Students:

• underline the vowel
• underline the Consonant-LE ending
• go to the end and count back three
• divide the word
• code the syllables
• read each syllable before reading the whole word

This routine quickly becomes automatic.

Once Puzzle Words are comfortable, I introduce Table Words, which follow the same Count Back 3 strategy but begin with an Open syllable.

Step 4: Make Sure They’re Applying the Pattern

Once students are reading real words successfully, I like to add nonsense words.

If they can divide and read a nonsense word correctly, I know they’re using the strategy, not memorizing familiar words.

Another activity is having students choose the correctly spelled word.

For example:

• gaggle or gagle
• bibble or bible
• fizzle or fizle
• mapple or maple

These quick comparisons build spelling awareness while reinforcing the pattern.

Step 5: Read, Spell, and Write

Finally, students need lots of opportunities to apply what they’ve learned.

Practice should include:

• reading word lists
• reading sentences
• decodable stories
• dictation
• syllable division review

The more students see Consonant-LE in connected text, the more automatic the pattern becomes.

Final Word

Consonant-LE often seems unusual at first because it’s the only syllable type without its own vowel sound.

Once students learn to go to the end, count back three, and divide, however, it usually becomes one of the easiest syllable patterns for them to recognize.

Like every Orton-Gillingham concept, start with simple, predictable words first. Build confidence before introducing more advanced patterns like circle, turtle, or angle.

You may also enjoy:

• Consonant-LE Words Explained
• Consonant-LE Word Lists

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