Knowledge and Skills Statement
Provide students with a list of words that include one syllable type. For example, the list for VCe words might include pickle, trouble, and simple. Have students read the words aloud. Observe and document whether students accurately decode the words. Assess each syllable type separately at first, and then together once mastery has been reached.
The syllable types include the following:
- Closed syllable: a syllable with a vowel followed by a consonant, the vowel is usually pronounced with the short vowel sound such as /sim/ in simple and /pic/ in pickle
- Open syllable: a syllable that ends in a single vowel, the vowel is usually pronounced with the long vowel sound such as /mu/ in music and /ba/ in bacon
- VCe syllable: a syllable with a vowel followed by a consonant and the letter e, the vowel is usually pronounced with the long vowel sound such as /ame/ in became and /ale/ in exhale
- Vowel team/digraph syllable: a syllable with two vowels together that make one vowel sound such as /oi/ in rejoice and /ou/ in cloud
- Vowel team/diphthong syllable: a syllable with two vowels together that make a new vowel sound formed by the combination of both vowel sounds such as /ow/ in allowed and /ou/ in around
- R-controlled syllable: a syllable with the letters er that is pronounced /er/ such as /er/ in concert and /er/ in served
- Final stable syllable: a syllable at the end of a word with a consonant followed by the letters le, that has a silent e such as /ble/ in audible and /ple/ in people
Further Explanation
This assessment requires students to understand how word parts support decoding of multisyllabic words with the six different syllable types. As multisyllabic words can be long and difficult to read, students must learn how to break down words into smaller parts. Knowledge of syllable types is acquired through practice and experience. These skills are built upon as students become proficient in decoding single syllable words with simpler, sound-spelling patterns. Word work can occur in all modalities to support all learning styles.
Research
1. Gates, L., & Yale, I. (2011). A logical letter-sound system in five phonic generalizations: this article introduces a strategy for teaching systematic phonics with a logical system of grapheme-phoneme relationships. The Reading Teacher, 64(5), 330+. Retrieved from https://link.galegroup.com/apps/doc/A249869571/PROF?u=tea&sid=PROF&xid=02914556
Summary: Researchers look at phonetic knowledge and show teachers an approach to basic vowel words, providing examples of one-syllable CVC words, one-syllable VCe words, and one-syllable CVVC words. The article provides guidance on individualizing phonetic instruction and connecting it with daily reading to build students' phonetic knowledge.
2. Fitzer, K. R., & Hale, J. B. (2018, February 07). Evidence-Based Reading Intervention Strategies: Decoding, Fluency, and Comprehension. Retrieved from https://www.ldatschool.ca/teaching-the-brain-to-read-strategies-for-enhancing-reading-decoding-fluency-and-comprehension/
Authors share about the importance of teaching phoneme-grapheme correspondence throughout the early grades, as opposed to teaching word memorization. Authors provide concrete strategies for "word attack" skills for students.