How Many Syllables In Dictionary – Are you confused about how to divide words into syllables? Or maybe you’re not quite sure how to teach your students the rules of syllable division. It can be difficult, but with a few simple rules, you can do it like a pro. In this blog post, we’ll discuss the most common ways to divide words into syllables, as well as give some tips to make the process easier. So if you’re ready to learn more about breaking words down into syllables, keep reading!
By knowing how to divide words into syllables, students can break larger words into more manageable chunks. This helps them read longer and more complex words, as well as unfamiliar words.
How Many Syllables In Dictionary
Dividing words into syllables also helps you figure out what the vowel sounds are. When students come across unfamiliar words, breaking them down into syllables can help them guess what the vowel sounds are based on the patterns they see in the words.
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There are several rules, or better yet, because there are always exceptions, which can help with syllable division. Remember that there are 6 types of syllables, but some words only have 1 syllable. See my guide to the 6 types of syllables to learn more about each one.
The important thing to remember when dividing words into syllables is that each syllable must have a vowel sound! We hear a vowel sound in every syllable, and sometimes it takes more than one vowel to make a sound.
The exception to this is the retention of consonant digraphs (ie ch, ph, ck) and consonant mixes (ie bl, st, fr).
When a word ends with a consonant and -le, divide before the consonant so that the last syllable is C+le.
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The silent e in C+le helps make the vowel sound we need for each consonant. Being quiet is one of the many tasks.
When only one consonant comes between vowels, split it after the first vowel: V/CV. This is why the first syllable is an open syllable, and has a long sound.
Pronounce the words with open syllables. If the word is unfamiliar, divide it by consonant: VC/V. This is why the first syllable is closed, so the vowel will make its short sound.
Since this one is unpredictable, I teach it after VCCV and C+le. I usually start with V/CV, then teach VC/V. After that I mix them up and teach the student to be flexible, I show them how to try it with V/Cv first, then VC/V after that.
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Rule 4: V/V – Share 2 adjacent vowels that do not work as a team.
If the combination of vowels is reversed, divide the vowels: V/V. In this case, each vowel will have a sound.
It is very important for students to know the common vowel teams so that they do not separate them! While students are learning basic vowel groups, wait to teach this syllable division pattern. Words like “beach” and “boat” have unbroken vowel teams. These vowel teams work together to represent a single vowel sound.
Rule 5: VC/CCV & VCC/CV – Divide before or after the second consonant when 3 consonants are combined.
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When three consonants are combined, divide them according to the first consonant: VC/CCV. If that doesn’t make sense, divide by the second constant: VCC/CV.
These words often contain blends and digraphs, which if you remember, will not be broken. When you see 3 or more consonants together, look for blends and digraphs to determine where to separate the words.
When you see a suffix, share the word immediately. When you see a suffix, share it in front of it. There are a few exceptions to the suffixes that form their own syllables, but these will become apparent after the student separates the words and tries to pronounce them.
The exception to this rule is the suffix -ed. Sometimes it does not create an additional vowel sound, as in words
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. However, once the suffix is known and the word is pronounced, you will know whether it is a syllable or not.
Since one vowel = one syllable, the first thing students need to do is identify the vowels. I have my students draw a dot above each vowel. After that I mark each vowel and consonant by writing a V or C under each letter. Then they have to see if the team is vocal or silent. At this point, they know exactly how many syllables a word has, although they are not sure where to divide it.
Now, students can look for patterns in consonants and vowels. Students should look for vowel teams and magic, digraphs and blends, then look for syllable patterns: VC, CV, VCCV, VCe, C+le, VCV, VV, Vr.
Students should also check for root words, suffixes, and/or suffixes. Each root word or affix is usually its own syllable, but in some cases they are not. Students can share it and try to read the words.
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Teaching affixes every day and working with family group words is a good way to tackle this area. Through regular exposure and practice, students integrate these word parts and break down words into syllables more quickly.
It is helpful if students know the options for writing certain sounds, such as all the ways to pronounce the suffix -ed. That way, when they separate words into syllables and sound them out, they can read a word correctly.
The soundboard is a great way to teach all the spellings for each sound. You can display each spelling pattern as students learn it and keep it throughout the year as a reference. Read more about sound walls here.
Begin by teaching the 6 syllable types, one at a time. I’ve created a bundle of all the syllable division activities that you can find below.
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Below is an example, the image I used above to show how to spell vowels. You can see the student placing dots over two vowels, labeling each consonant and vowel, finding a blend, finding where to split the word, then labeling the vowels as long and short.
The very first task after teaching syllable patterns is to break down words because it is very helpful for visually impaired students. I write a few words on index cards, have the students draw the words, and cut them on the dividing line. We will use them to organize syllables later.
There are many syllable sorting activities you can download and prepare, but I like to use the broken syllables from the previous activity to organize the syllables. You can sort by all types of syllables or choose just 2 to focus on as shown below.
I also use vowel and vowel pattern charts to organize syllables when I teach them. Each student has a copy of it and fills it in as we learn each syllable.
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This is an easy operation that you can do with any text, but target decodable text works best. Simply ask students to read a passage and highlight all the words that have the target syllable. From here, students can create a list of the words they found and share them.
The rule of hyphenation helps readers break words into smaller chunks to make it easier for their brains to process words. This means they don’t have to work as hard trying to figure out what you’re saying or spelling because each syllable has a different meaning and takes the work out of sorting letters out of your brain’s sequence. Try the following activities when you teach syllable segments.
Delilah Orpi is the founder of Thrive Literacy Corner. She holds a bachelor’s degree in special education, a master’s degree in TESOL, and is a member of the International Dyslexia Association. She is an experienced teacher and literacy specialist trained at Orton Gillingham and Lindamood Bell. Delilah creates literacy resources for educators and parents and writes to raise awareness about dyslexia and effective literacy instruction based on the science of reading.
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