“Concerning all acts of initiative and creation, there is one elementary truth–that the moment one definitely commits oneself, then Providence moves, too.”
–Johann Wolfgang Von Goethe
This week we will look at vowel-consonant-e syllables.
A Vowel-Consonant-e Syllable:
This rule is among the first rules we teach with regards to long vowels and single syllable words. Examples include: cake, cape, kite, ride, cove, rose, tube, and cute. We emphasize that the silent e makes the previous vowel say its “name”—that is, a long vowel sound. Students need to be able to differentiate between a short and long vowel sound to understand this syllabication type.
I like to have students look at the difference between words when the silent e is added. For instance, “cap” turns to “cape” with the silent e. “Hop” turns to “hope.” Have students practice reading words with and without the silent e.
This syllable type can be found in multisyllabic words, often paired with a closed syllable. Examples include: in·vite, name·sake (two cvce syllables), rep·tile, dis·crete, etc.
There are some exceptions to this rule. In English, words do not end in the letter /v/. Words like “give,” glove,” and “solve” do not have a long vowel. Other common words that are exceptions are: palace, favorite, justice, notice, damage, etc.
If you are interested, I have a nice unit on TeachersPayTeachers where students can read short stories and practice this syllable pattern (at the K/1st grade level).
Can you really get excited about a great pencil sharpener? Well, if you’re a teacher, the answer is a definitive “yes.”
My students call it the “old fashioned” pencil sharpener because it is not electric. That is part of the appeal for me–no high pitch grinding noise. Also, it will not eat your pencils. It grips the pencil and sharpens it to a sharp point, and no more. This is not a paid endorsement 🙂
Like coloring books, there is something therapeutic about sharpening a bunch of pencils all at once.
The brand is: CARL ANGEL-5 Pencil Sharpener. “The Original Quality.”
Before summer break, I started a series on the six basic syllable types. I blogged generally on the six types, and on closed syllables and more on closed syllables. Today I am resuming with open syllables.
As a refresher, the logic behind teaching syllable types is that it helps take the mystery out of reading, especially for students with reading disabilities. Students are given the tools to attack a word, and break it down into smaller, readable parts.
Examples of open syllables are: hi, so, he, she, try, si·lent (“si” is open), re·pent, by·line.
The Exceptions: The a can make the schwa sound as in A·las·ka. The i can make the short i sound as in com·pli·cate.
Next week we will look at vowel-consonant-e syllables.
“There are only two ways to live your life. One is as though nothing is a miracle, the other is as though everything is a miracle.”
– Abert Einstein