Jesica Cruz
SPED 503
 Syllabicate
(“sound-it-out”)
 Used for decoding to increase fluency
 A great warm-up activity prior to reading
an expository passage
 Time: 15 minutes

Materials:
 Horizontal
handout of words spread
out (three to four rows of four
words)
 Document camera/Projector
 Or whiteboard
 Open
syllables
 Closed syllables
 Long vowel sounds (ū)
 Short vowel sounds (ŭ)
 Schwa (Ə)
 Silent-e
molecules
 carbon
 organisms
 sulfur
 atoms
 bonded
 abundant
 functional
 unique
 properties
 components
 attached

 Type
up the words horizontally on a word
document
 Spread them out and increase the font
 It should take up the entire page
 Use
a dictionary to determine the correct
syllables and sound pronunciation
 www.dictionary.com
 For example:


Molecule  mol’Ə-kūl  mol-uh-kyool
mol/e/cule

Set a timer or specify how much time the students have to put
slashes in between the syllables


Have students complete one row at a time or whole page
Student(s) respond with, “In between the ____ and ____…”
You can have one student at time tell you where to put the slashes or
call on a group of students sitting at the same table
 The student(s) tell you to put the slash in between which two letters


Give feedback
Have another student agree or disagree with the slash and explain
their strategy
 Cue the student(s) by saying, “short /o/…long /u/…schwa…closed
syllable” etc.
 If students miss a syllable, model the strategy again by clapping or
tapping out the word


Reading the word
You say, “first syllable…second syllable… blend”
 While you are saying this, you point or draw a half-circle under the
syllable.

 SYNERGY

Academies
Randy Palisoc- Co-Founder/Chief Achievement
Officer
 References


Open Court Reading
Power Over Words
 http://www.education.com/reference/articl
e/syllabication-rules/