Final Stable Syllable
Content Objective:

The students will identify word patterns that fit the characteristics of the final stable
syllable (Cle, and tion,).
Language Objective:

The students will read words with the final stable syllable
Materials:
Procedure:
1. Say the following words: grumble, caption – how many syllables do you hear? (two)
2. Now let’s break these words into syllables -- write them on the board.
3. Teach the spot and dot procedure for breaking words into syllables
I. Spot the vowels and them place a dot over the vowel
II. Connect the dots with a line and count the number of consonants between the
vowels.
III. If two consonants, then you will split the word between the consonants.
IV. If one consonant, split after the vowel. Say the word, does it sound correct?
V. If the word does not sound correct, split after the consonant. Does it sound
correct now? Does it sound like a word you know?
VI. if Cle, then count back three from the end of the word and them slash before the
third letter in (1-2-3-consonant le!)
4. Complete this activity one of two ways – by modeling on the board or as an interactive
activity where students hold up word cards for the words. Two other students will hold
paper plates over the heads of the students with the vowels. And another student will
wear a slash and break up the word.
5. Start with caption (cap/tion) What syllable type is cap? Closed. What about tion? This
is called a final stable syllable.
6. Define final stable syllable – Final stable syllables have a consonant followed by an le
pattern or a reliable unit such as tion. Final stable syllables have unexpected but
reliable pronunciations.
7. Look at grumble. Model how you count back three letters and place the slash before
the third letter – grum/ble grum (closed) ble (final stable syllable)
8. Try with the following words on the board:
motion
friction
cackle
beagle
station
9. Build words with Cle and tion syllables. Students put syllables together and try to build
2-3 syllable words. Write words under Cle and tion categories.
Cle
Tion
Bubble
Fiction
Garble
Caution
Rumble
Question
Sparkle
Education
Tangle
Generation
Dwindle
Creation
Tickle
Congestion
Pickle
Ingestion
Cable
suggestion
Stable
Table
Middle
Eagle
cuddle
Extension:
 Take Hardcourt vocabulary and have students analyze words for their syllable types.
 Cut vocabulary words up and have students build words with those syllables. Can they
recreate those words? Can they make new words?
 Use phoneme/grapheme mapping to help students spell words with multisyllables.
tion
fic
cau
ques
ca
a
ges
ed
gen
cre
in
bub
u
er
con
sug
gar
spar
tic
sta
tan
pic
ta
b
d
f
g
k
p
le
rum
dwin
ca
Cle
t
tion