syllable types

Question 1

syllables

Answer 1

Knowledge of syllable types and common syllable division patterns supports students’ decoding skills.

Question 2

closed syllables (VC, CVC)

Answer 2

The vowel is closed by a consonant - a consonant comes after the vowel. This results in a short vowel sound.
ex) up, at, cup, tack, rabbit

Question 3

open syllables (CV)

Answer 3

The vowel is left open - no consonant comes after the vowel. This results in a long vowel sound.

ex) we, my, go, spider, pony, silo

Question 4

Vowel Team syllables (VV) Includes vowel digraphs and diphthongs

Answer 4

Two or more vowels work together to make a single vowel sound. Vowel sounds are generally long but can also be short.

ex) eat, paid, feet, pie, boat, boil, bread

Question 5

Vowel consonant e (VCe)

Answer 5

Words end with a silent e and have a long vowel sound. A consonant comes between the vowel and the e.
ex) ate ape cute dine nose ride time close

Question 6

R-controlled vowel syllables (vr)

Answer 6

The vowel is followed by the consonant r. The vowel sound is changed by the r.

ex) car farm germ worm corn girl corner

Question 7

Consonant +le syllables (c+le)

Answer 7

The word ends in a consonant + le. The vowel sound e is silent.
ex) uncle baffle cradle noble cable circle turtle

Question 8

phonemic awareness with spelling instruction

Answer 8

Phonemic awareness is the foundation of spelling instruction. The ability to hear and manipulate individual sounds (phonemes) in words enables students to spell words more accurately when mapping sounds to corresponding letters or letter combinations.

Question 9

phonetic spelling instruction

Answer 9

Phonetic spelling, also known as invented spelling, is the practice of spelling words based on their sounds. For example, a student might spell “cat” as “kat.” Although this is not a conventional spelling, it demonstrates a student’s development of phoneme-grapheme correspondence and understanding of the alphabetic principle.

Question 10

spelling generalizations in spelling instruction

Answer 10

Spelling generalizations are rules or generalizations that help students understand the regularities in the English language. Some common spelling generalizations include:

1:1:1 Doubling Rule: When a one-syllable word with a short vowel is followed by a single consonant, the final consonant is doubled when adding a vowel For instance, “run” becomes “running.”
Dropping the E: When adding a vowel suffix to a word ending in a silent “e,” the “e” is usually dropped. For example, “hope” becomes “hoping.”
FLOSS Rule: If a single syllable word ends in an /f/, /l/, or /s/ or /z/ sound, the final consonant must be doubled. Examples include puff, fill, less, and buzz. Effective spelling instruction requires explicit instruction, repeated practice, and multiple exposures to words in connected text.