SYLLABICATION – LONGER WORDS

1 PRODUCT CONTENTS15 cover-weight sheets6 pages of teacher informationCOPYRIGHT READING MANIPULATIVESAll rights reserved. Printed in the United States ofAmerica. No part of these materials may be used or reproduced in any form or by any means, orstored in a retrieval system, without prior writtenpermission of the publisher. Making copies of anypart of these materials for any purpose other thanyour personal use is a violation of United Statescopyright DEVELOPMENTAll sets or cards in Reading Manipulatives products are students are introduced to the skills and shown how to do theactivity, they work independently. The individualized materials canbe used for seatwork or stations. Students work on needed skills,and teachers are freed for guide includes a brief summary of the skills that aretargeted by this product. For many skills, additional teaching aidscan be downloaded from the resource section of our web site( ).ASSEMBLY & PACKAGINGR eading Manipulatives materials are commercially laminated butmust be cut and packaged prior to use.

2 Preparation tips are given,and coding of the sets is cards need no zipper bags. Guide includes suggestionsfor set storage and classroom CHECKLISTS & RECORDKEEPINGC hecklists for tracking the materials that have been completed areimportant for recordkeeping. The last page of this guide is a masterfor student checklists that can be copied and involvement builds accountability. When feasible,products have answer keys. Primary materials that necessitateteacher checking do not take much time to look ,manipulatives encourage cooperative learning, and studentsnaturally assist one another as a need Manipulatives, Inc. 1725 E. Mountain View Rd. Phoenix, AZ 85020 888-997-2448 877-997-7685 (F) LONGER WORDSPRODUCT CODE:320 SYLLABICATION , or the breaking down of WORDS into each uninterrupted unit of spoken language, is oftentaught in such a fragmented manner in materials that students are unable to pull all components togetherinto a viable word analysis strategy.

3 Research indicates that readers generally use sounds to determinesyllable division. If this is the case, students must already know what the strategies are intended to who need to use SYLLABICATION to decode WORDS must be taught SYLLABICATION rulesholistically. When they apply the rules in steps, they begin to recognize patterns and break down those students who read WORDS with ease in context generally improve spelling accuracy ifthey become more cognizant of word structure and SYLLABICATION THAT STUDENTS HAVE PREREQUISITE PHONICS SKILLSS tudents should possess certain prerequisite skills before being taught the SYLLABICATION rules. Reviewshort and long vowels, prefixes/root WORDS /suffixes, and the following concepts. Each syllable must contain a sounded vowel. It can be a single vowel sound (i de a) or used withone or more consonant sounds (be gin). There are two kinds of syllables: open and closed. A closed syllable ends with a consonant and thevowel is usually short (or a schwa).

4 An open syllable ends with a vowel that is generally long. Since the first rule deals with dividing between root WORDS and affixes, students must be familiarwith prefixes, suffixes, and root WORDS . Digraphs (ch, sh, th, ck, ..), cannot be divided (buck le, noth ing, cash ier, bush el, fur ther). In some cases, blends are not divided (se cret, ze bra). Decide if syllable is open or SYLLABICATION RULES & APPLY IN Check the word for prefixes and first step is to dividebetween affixes and the root word because this rule overrides the Check for multiple consonants between vowels. Divide between VC/V If the word has one consonant between vowels, decide whether the vowelbefore the consonant is short or long. If vowel is long, divide after the vowel leaving an opensyllable. Otherwise, divide after the consonant leaving a closed PATTERNS IN LONGER WORDS Some WORDS stand on their own after affixes are removedre place mentper son al i tywon der fulslip per y Others do not (many contain Latin root WORDS )con spic u ousin tro duc tion ad vo catepro nun ci a tion Some WORDS have multiple suffixes, and some affixes have multiple syllablesna tion al i tybreath less lyper son al i tysu per cede tion forms its own syllable and may take part of the root word with itgen er a tionex pla na tionin ter cep tionco op er a tion The vowel i at the end of an open syllable followed by tion has a short i sound (ish)tra di tion alcom po si tionun con di tion alcom pe ti tion Vowels in unaccented syllables often make the schwa sound (sounds like shortuor ur).

5 Schwas make spelling more difficult since they are made by all five vowelssup ple menttalk a tiveap pli anceglam or ous The le with the consonant that precedes it forms a syllable containing a schwa soundsem i cir clesyl la blede sir a blein vis i bleSYLLABICATIONact orart istask ingbash fulbe sidebig gerblind nessbold lybook letboss ybreath lessbump ycare fulclimb ingclos estcloud lesscom ingcount lesscream ycry ingdark nessdear estdeep erdis coverdream ingdrop perdrown ingend lessex portfarm erfear fulfore castfool ishfriend lyfur rygrace fulhand yhard enhill yhot terim proveitch yjoy ouslove lyloud erluck ymis spellmis takemorn ingnois ynon sensepack agepain lesspart lypay mentpeace fulplant edplay fulpre viewquick lyrain yreal lyre fillre payrest fulsad lysalt ysleep yslow estsmall ersoft lysog gystop pingsub waysweet ertall estthank fulthink ingthirst ythought fulthrow ingtract ortreat mentun fairvast lywant edwarm estwind yaf terap plear rowath letebal loonbas ketber ryblis terbot tlebun nybut terbut toncab bagecan dlecan dycar rotcat tlechan nelcir clecof feecom moncom petecon testcon tractcot toncoun cilcur rentcus tomden tistdiz zyel bowen joyfan cyfif teenfil terfol lowfor bidfor getfran ticfun nygen tlegos sipham sterhap penhel lohel methur rykit tenlad derlet terlet tucelob sterlum bermat tressmon keymon sternap kinof ficepat ternpen cilpen nypic nicpic turepis tolplas ticplen typrob lempup pypump kinpur plerab bitrib bonscis sorssen tencesig nalsil lysis tersoc cersub jectsum mertar getthun dertur keywhis perwin dowwin terwis domwon derat ombod yboth erbuck etcab incam elchap elchis elcit yciv ilclev erclin icclos etcol umncom etcop ycred itcrit icdev ildig itdrag onfin ishfor estfrag ilegrav elhab ithon eyhon orim agelem onlev ellil ylim itlin enliz ardlog icmag icman agemed almen umet almim icmin utemod ernmon eynick elnov elol ivepan icped alpet alpit ypiv

6 Otplan etpres entprof itprop erpun ishquiv errad ishrap idreb elrel icrel ishrig idriv errob insal adsav ageschol arsev ensher iffshiv ershov elshriv elstud ytim idtop ictrag ictrav eltrop icven omvig orvis itviv idvol umewag onwid owba byba conba gelba sicbe ginbe hindca blece darce mentcli mateclo verco coacra dlede cayde mandde stroydi gestdo natedo nordu tyea gerea sele quale vene vilfe verfi nalfla vorfo cusglo balgro cerhe roho telho lyhu mori dlei temla bella dyle gallo catema jormi nusmo mentmo tormu sicna tionno tiono beyo doro peno valpa perpho topi lotpo nypre tendpri vatepu pilra darra zorrea sonre cessre gardre sistri valro botro tateru morse cretsi lentsi renso daso lospi derstu pidsu perta bleti dyti gerto taltu nau niteva cantva porvi ruswa gerze roRESOURCE LIST TWO-SYLLABLE WORDSP/R/SIdentify and remove affixesVC/CVDivide between consonantsVC/VFirst syllable closed (short)V/CVFirst syllable open (long)a gree menta maze mentab sorb ingac cept a bleac ci den tal ad van tagead ven tur ousag gra vat ingag ri cul tureal co hol ical ter a tionam bi tionan ti freezeap pli anceap pro pri atear range mentas sign mentas sump tionbak er ybe lov edben e fi cialboul e vardbreath less lybut ter flycap i tal izecap tiv i tycat er pil larcel e bra tioncel lo phanechal leng ingchar ac ter izecir cu la tioncit i zen shipclum si estco op er a tioncol lect i blecom fort a blecom pe ti tioncom plex ioncom pli cat edcom po si tioncom put ercon clu sioncon fer encecon ser va tioncon sis ten cycon struc tioncon tin u alcon tin u ouscon tra dic tioncon trac tioncon trib utecon vert i blecos met icscoun sel orcoun ter feitcour te ous cran ber riescre a tiv i tycu cum bercul ti vat edcus tom erde fi ant lyde liv er yde mand ingde mol ishde part ingde pend a blede sir a blede struc tionde vel op mentdem o crat icdi ag no sisdif fer encedis a gree mentdis cour

7 Ageddis lo cat eddis o be di entdis pleas uredis re spect fuldis trac tiondiz zi nessdoc u mentdu pli ca tione lec tri fyem bar rass ingem brac ingem ploy eren dur anceen er gyen force menten gage menten joy mentes sen tiales tab lishex ag ger ateex cel lenceex cite mentex pla na tionfash ion a blefav or itefi nan cialfor ma tionfor mal i tyfu ner alfur i ousgen er a tiongen u ineglam or ousgov ern mentgra cious lygraf fi tiguar an teegym na si umhel i cop terhes i tat edhid e oushu mid i fi erhu mid i tyhu mor oushum ming birdhy dro genhy phen a tionhys ter i calim ma tureim mac u lateim pa tient lyim pro vis ingin cred i blein cu ba torin de pend entin di vid u alin dif fer entin dus tryin el i gi blein ex pen sivein fec tionin no centin tel li gentin ter cep tionin tro duc tionin vis i blejour nal ismjour nal istkin der gar tenlav en derlo ca tionma jor i tyma ni acmac a ro nimag net icme di um me te ormed i ca tionmel o dymem ber shipmer chan disemes sen germi gra tionmis be hav iormis er a blemon stros i tymos qui tomoth er hoodnec es sar ynu tri tiousnurs er yob nox iousoc cu pantop tion alor phan ageox y genpa tri ot icpar tic u larped es talpen i cil linper sist enceper son al i typhar ma cypo et rypol i ti cianpos si blepre his tor icpres en ta tionpsy chi a tristpro por tion alpub li ca tionpum per nick elpun ish mentqual i fi ca tionques tion nairere al izere cy clere la tion shipre mem berre place mentre sent mentrep u ta tionres er va tionres i den tialre quire mentscav en gerscor pi onsec re tar ysem i cir clesem i co lonsen sa tion alsig na turesig nif i cantslip per ysta tion er yster e o typestim u la tionsu per fi cialsu per son icsub scrip tionsub trac tionsuc ceed ingsug ges tionsus pen sionsyl la bletalk a tivetech nol o gyther mom e tertra di tion altrans form ertriv i alul tra vi o letun con sciousun pop u larun sus pect ingveg e ta tionvi o la

8 Tionvi o lent lyvig or ous lyvol un tar i lywher ev erwil der nesswin di estwon der fulRESOURCE LISTSYLLABICATION LONGER WORDSWORKING THE CARDSEach sheet contains a student card and answer key. The only preparation is to cut them apart. Studentscan write the divided WORDS on a sheet of paper or use dry erase pens to divide the 30 WORDS on the 15cards. Get some dry erase pens if you choose that too often, SYLLABICATION instruction has little value to readers. Good readers divide wordsnaturally as they come to them. If they know any SYLLABICATION rules, they do not think of them or itwould slow their reading down. However, readers who stumble over LONGER WORDS benefit fromsyllabication instruction. SYLLABICATION instruction generally helps all students to become better spellerssince it gets them to spell unknown WORDS one syllable at a rules and order of application are on the top of each card. Note how theanswer keys have the rule that was used written under each division line.

9 Considermaking a transparency of one of the cards and working it with students. It will helpthem to see you repeatedly apply each rule as you divide the WORDS . Also, they willsee that division does not necessarily proceed from left to right. First they divideand then they read. Use the answer key to show them how the rule numbers in mind the purpose of these cards is to help students break down andread multisyllabic WORDS . The application of the rules helps students to read mostwords. If exact division differs from dictionary SYLLABICATION , but the studentdecodes the word, the goal is ORGANIZATIONS elect storage containers that hold and display the sets most that offer high visibilityspeed the selection process. Many types and sizes of plastic storage boxes are available. Look at standardstorage tubs, as well as containers for food or office students will be choosing sets or cards not yet completed, classroom organization is using multiple sets of these individualized materials, it works best to spread them out in variouslocations throughout the classroom.

10 That way, students will not have to congregate in a single & STUDENT ACCOUNTABILITYMake copies of the checklist that follows. Every Reading Manipulatives product contains unique,individualized activities. Students (or teachers) use the checklists to record work and to select sets orcards that have not yet done. Since the manipulatives and cards are part of a comprehensive instructionalprogram, it is imperative to track completed using student language arts folders as anorganizational tool. Checklists can be glued to the insidefolder, rather than leaving them loose. That way, they are easyto get at and unlikely to be lost. Students will have multiplechecklists in their folders, one for each series of manipulativesor skills cards that they are using. They can also place anywritten work in their day the teacher can collect the folders containingassignments; check over each student s work, much of whichcan be self-corrected; see that everything was recorded.