multisyllable words
Multisyllable Strategy
1. Spot the vowels.
a. Look for 2-letter vowels
b. Number of vowels = Number of syllables
2. Do the vowel bump.
a. If I bump two, “One for me. One for you.”
b. If I bump one, “I get none.”
3. Read each syllable then say the word.
4. Check your mind. “Is this a word I know? Does it make sense?”
a. Try hats (name and sound) on one-letter vowels.
b. Figure the word out from the sentence.
c. Ask for help.
Dividing Exceptions
1. If a vowel is followed by two consonants it usually takes one.
2. Exception: There may not be a consonant to bump into. (flower, prior, react)
3. If the vowel bumps into two consonants it can have one. Exception: It may be easier to keep consonant blends or clusters together. (depress, understood, frequent)
4. Sometimes a vowel bumps into three consonants. The consonant blends will stay together. (monster)
5. If the vowel bumps into two consonants it can have one. Exception: Digraphs stick together. (bother)
6. These rules don’t apply to compound words.
Writing Multisyllable Words
1. Decide how many syllables the word has.
2. Draw one horizontal line for each syllable.
3. Listen for the sounds in each syllable and write them on the corresponding line.
4. Say each syllable one more time and check that each sound is represented.
5. Write the syllables as a word.
Instant Syllables
1. Double consonants (biggest, kitten, puppet)
2. -ing ending (shouting)
3. -ed ending /ed/, /d/, /t/ (shouted, hugged, looked)
4. -y ending (party, milky)
5. –ly ending (hotly, shortly)
6. –er ending (ruler, spider)
7. –le ending (snuggle, bubble, sniffle, drizzle, fiddle, cradle)
8. –tion ending (action, gumption, lotion)
9. –ture ending (fracture, moisture)
Remember
1. The main focus is to get students reading a syllable at a time, not a sound at a time.
2. The job of a student is to get as close as possible to the actual pronunciation. If the word is in their vocabulary they can “make the leap” to the correct pronunciation, otherwise provide it for them.
1. Spot the vowels.
a. Look for 2-letter vowels
b. Number of vowels = Number of syllables
2. Do the vowel bump.
a. If I bump two, “One for me. One for you.”
b. If I bump one, “I get none.”
3. Read each syllable then say the word.
4. Check your mind. “Is this a word I know? Does it make sense?”
a. Try hats (name and sound) on one-letter vowels.
b. Figure the word out from the sentence.
c. Ask for help.
Dividing Exceptions
1. If a vowel is followed by two consonants it usually takes one.
2. Exception: There may not be a consonant to bump into. (flower, prior, react)
3. If the vowel bumps into two consonants it can have one. Exception: It may be easier to keep consonant blends or clusters together. (depress, understood, frequent)
4. Sometimes a vowel bumps into three consonants. The consonant blends will stay together. (monster)
5. If the vowel bumps into two consonants it can have one. Exception: Digraphs stick together. (bother)
6. These rules don’t apply to compound words.
Writing Multisyllable Words
1. Decide how many syllables the word has.
2. Draw one horizontal line for each syllable.
3. Listen for the sounds in each syllable and write them on the corresponding line.
4. Say each syllable one more time and check that each sound is represented.
5. Write the syllables as a word.
Instant Syllables
1. Double consonants (biggest, kitten, puppet)
2. -ing ending (shouting)
3. -ed ending /ed/, /d/, /t/ (shouted, hugged, looked)
4. -y ending (party, milky)
5. –ly ending (hotly, shortly)
6. –er ending (ruler, spider)
7. –le ending (snuggle, bubble, sniffle, drizzle, fiddle, cradle)
8. –tion ending (action, gumption, lotion)
9. –ture ending (fracture, moisture)
Remember
1. The main focus is to get students reading a syllable at a time, not a sound at a time.
2. The job of a student is to get as close as possible to the actual pronunciation. If the word is in their vocabulary they can “make the leap” to the correct pronunciation, otherwise provide it for them.