Syllable Instruction in Structured Literacy

Let’s explore syllable instruction in structured literacy today.

Be sure to follow along with our What is Structured Literacy? blog series!

Syllable instruction refers to understanding and teaching the rules that apply to words that have more than one syllable.

As simple as it may seem to you or I to take the concepts we understand about one-syllable words and just apply them to longer words, this is not intuitive to our struggling readers.

A learner can fully understand what a closed syllable is in a one-syllable word like ten, but not not able to apply that same concept to a two-syllable word with closed syllables.

Concepts to Teach with Syllable Instruction

Here are some syllable concepts that learners need to understand. You’ll also find links to each syllable type below:

• Closed Syllables
• Open Syllables
• CVCe Syllables
• R-Controlled Syllables
• Vowel Team Syllables
• Final Stable Syllables

As we teach each syllable type, we want to also help learners read the common suffixes and prefixes that add syllables to words.

For example, adding _ing always adds a syllable to the base word. Example: jump + ing = jumping. Prefixes like re- or un- also add syllables to words. Example: re + run = rerun

 

Syllable Instruction in Structured Literacy

As with all things structured literacy, we want our teaching to be:

• Explicit – We are direct in how we teach syllables.
• Systematic – Our teaching is organized in a logical way that helps our learners understand the concepts.
• Cumulative – Our teaching constantly mixes in review concepts that have been learned previously.
• Diagnostic/Responsive – We use what we observe about our learners to guide our teaching.

Let me share an example and non-example with each kind of teaching.

 

1. Explicit Teaching with Syllable Instruction

Explicit teaching means that we teach in a way that leaves nothing up to “chance.” We don’t just hope that our kids will get it; we teach so they can easily get it.

Examples:

With explicit syllable instruction, we show our learners exactly how to break apart words into syllables. We model how to apply the one-syllable patterns to longer words.

If you want to see full-blown explicit teaching with syllable instruction, you will want to visit my series on teaching the six syllable types. {This series has free videos and printables to help you teach the syllable types in an explicit manner.}

Non-Example:

• “We’re going to try reading some longer words together today. Look at this word.” {kitten} “Who thinks they can read this word?”
• “Yes, it’s a two-syllable word, and the word is kitten.”
• “Let’s look at another word.” {tennis} “Can anyone else read this longer word?”

The syllable lessons I link to above are clear-cut and explicit models in which learners are shown exactly how to break words apart into syllables with practice to match each skill.

In the non-example, there’s no model of how to do it. Even when a learner answers correctly, the teacher isn’t asking HOW the longer word was solved.

 

2. Systematic Teaching with Syllable Instruction

Systematic teaching means that we teach syllables in a logical, organized order. It’s not sporadic or random. In order to do this, we need to understand which syllable skills need to be taught first.

Generally speaking, this means we start with the easier syllable skills and move to the harder ones.

And we compare the patterns we see in one-syllable words to longer ones sooner in our instruction rather than waiting. This means that young readers can begin reading words like kitten and tennis as soon as they have mastered their letter sounds and closed syllable words like kit and ten.

Example:

In the chart below, you’ll see a suggested order for a systematically teaching syllables.

Hint: You can download this chart as a free printable by clicking on the teal download link at the bottom of this post.

Non-Example:

• “Yesterday, we looked at some short, closed syllable words.”
• “Today, we’re going to think about the sight words you know like for and see if we can find them in these longer words. Let’s start with this word.” {forget}

In the example chart, teaching syllables follows the developmental pattern of teaching phonics.

In the non-example, there is no pattern. One day you’re teaching closed syllables; the next day it’s all about finding sight words in longer words.

 

3. Cumulative Teaching with Syllable Instruction

Cumulative teaching means we mix in review concepts and help our learners see how what they already know can be used to learn something new.

Example:

• “Before we start today, I wanted to do a quick review of what we learned last time. We learned how to break apart words that had two closed syllables?”
• “Who can remind us of how we break apart a word like puppet?” {Ask for a model and use the appropriate language, reminding them of what “closed syllable” means.}

Non-Example:

• Teaching new concepts that do not integrate review and/or do not build on what learners have already learned.

 

FREE Multi-Syllable Word Resources

 

4. Diagnostic Teaching with Syllable Instruction

Diagnostic teaching means we are teaching in the zone of what our kids need to know to continue growing in their learning. We honestly can’t know this if we aren’t observing what they know/don’t know.

• Asking questions such as, “How do we break apart words that have two closed syllables?”
• Engaging in discussions with learners about syllables.
• Listening to learners’ responses to the questions you ask and the discussions you have.
• Using a child’s writing or work as a “window” in which to see what they do or don’t yet understand about different syllable types, and basing your teaching off of that information.
• Creating small groups for learners who need more instruction on certain syllable skills.

Non-Examples:

• Grading work to get it done, not noting the mistakes learners are making related to your teaching. {SO easy to do!}
• Moving on to more syllable types because it’s in your curriculum despite what you observe in your learners.

 

Final Thoughts

You might get tired of hearing me say this, but it’s worth repeating: syllable instruction within structured literacy ISN’T just for struggling readers. ALL of our readers can benefit from teaching it explicitly, systematically, cumulatively, and diagnostically.

 

Grab the free chart here:

 

 

 

Enjoy teaching!
~Becky

 

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