Closed Syllable Pattern

Closed syllable pattern

Materials: Category header: Closed syllable Word cards: bet, miss, print, stack, picnic, dentist, napkin, absent, magnet

The Closed syllable is the most common spelling in English. (Place Closed Syllable header in the pocket chart.) A closed syllable ends in at least one consonant and the vowel sound is short. (Take the Closed Syllable pattern one-syllable words: bet, miss, print, and stack. Show the word card bet). A closed syllable has one vowel and ends with one or more consonants. Let’s look at this word. The first thing we will do is locate the vowel.. (Point to the e). There is one consonant after the e – that makes this a closed syllable. Even if I cover the b and have only et left, it is still a closed syllable because it has a single vowel followed by at least one consonant. I know that in a closed syllable pattern the vowel represents the short sound. The vowel sound is /e//et/ bet.

(Show students the word miss). Let’s try this word. First I have to locate the vowel. (Point to the i). I see the vowel i in this word. (At this point cover the m so that only the rime of the word miss is visible). Next, I’m going to look at what follows the vowel. I have two consonants. I know that a closed syllable has a single vowel and ends with at least one consonant. This is a closed syllable. Since a closed syllable indicates that the vowel will represent the short sound. /i/ /iss/ (Uncover the m). I think this word is miss.

(Repeat with the words print, and stack with the students helping you). It doesn’t matter what comes before the vowel, it is what follows that makes it the closed syllable pattern. Teach your students to locate the vowels in a word when trying to decode an unknown word.

Once students are firm with the closed syllable in single syllable words, they can begin to read two syllable words that are made with closed syllables.

(Show students the word picnic and think aloud) I know that when I am decoding a word the first thing I need to do is to locate the vowels. (Put your fingers on the two vowels. Make a V with the fingers of one hand while pointing to each vowel). I see two vowels in this word. Now I need to look at what is between the two vowels. Two consonants. When two consonants are between two vowels in a word I will divide the word into syllables between the two consonants. I will divide this word here .(Cover the last syllable). I am going to look at the first syllable. In this syllable I notice one vowel followed by one consonant. I know that is a closed syllable. This part of the word is pic. (Now cover the first syllable and expose the second). Now I will look at the second syllable. I notice this is a closed syllable also. This part is nic. (Uncover the word) Now I can read the whole word, picnic. Does that sound like a word I know?

Repeat this think-aloud procedure with the words dentist and napkin. Guide the students in this process using the words tablet, absent, and magnet. Go to Appendix A of the Common Core State Standards and check the syllable division generalization that was used.

Text version key: Words spoken by teacher (Actions by teacher) Information for teacher Word cards are in bold