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a·b·le
2
3
a·n·g·le
2
4
a·n·k·le
2
4
a·pp·le
2
3
a·ss·e·m·b·le
3
6
b·a·bb·le
2
4
b·a·m·b·oo·z·le
3
7
b·a·tt·le
2
4
b·ea·g·le
2
4
b·ee·t·le
2
4
b·o·tt·le
2
4
b·r·i·tt·le
2
5
b·u·bb·le
2
4
b·u·ck·le
2
4
b·u·g·le
2
4
b·u·n·d·le
2
5
c·a·b·le
2
4
c·a·ck·le
2
4
c·a·n·d·le
2
5
c·a·tt·le
2
4
c·ir·c·le
2
4
c·r·u·m·p·le
2
6
c·u·b·i·c·le
3
6
c·u·dd·le
2
4
c·u·t·i·c·le
3
6
d·i·m·p·le
2
5
d·i·sc·i·p·le
3
6
d·i·ss·e·m·b·le
3
7
d·oo·d·le
2
4
d·r·i·zz·le
2
5
d·w·i·n·d·le
2
6
ea·g·le
2
3
e·m·b·e·zz·le
3
6
e·n·c·ir·c·le
3
6
e·x·a·m·p·le
3
6
f·a·b·le
2
4
f·ee·b·le
2
4
f·i·dd·le
2
4
f·r·e·ck·le
2
5
g·ar·g·le
2
4
g·e·n·t·le
2
5
g·i·gg·le
2
4
g·ir·d·le
2
4
g·o·gg·le
2
4
g·r·u·m·b·le
2
6
g·ur·g·le
2
4
h·o·bb·le
2
4
h·u·m·b·le
2
5
h·ur·d·le
2
4
j·i·n·g·le
2
5
j·u·gg·le
2
4
j·u·m·b·le
2
5
j·u·n·g·le
2
5
k·e·tt·le
2
4
l·a·d·le
2
4
l·i·tt·le
2
4
m·ar·b·le
2
4
m·i·dd·le
2
4
m·i·r·a·c·le
3
6
m·u·ff·le
2
4
n·ee·d·le
2
4
n·i·bb·le
2
4
n·o·b·le
2
4
n·o·zz·le
2
4
o·b·s·t·a·c·le
3
7
p·a·dd·le
2
4
p·ar·t·i·c·le
3
6
p·e·bb·le
2
4
p·i·ck·le
2
4
p·i·m·p·le
2
5
p·oo·d·le
2
4
p·o·p·s·i·c·le
3
7
p·ur·p·le
2
4
p·u·zz·le
2
4
qu·a·d·r·a·n·g·le
3
8
r·a·ff·le
2
4
r·a·tt·le
2
4
r·e·c·t·a·n·g·le
3
8
r·e·c·y·c·le
3
6
r·e·s·e·m·b·le
3
7
r·i·dd·le
2
4
r·i·f·le
2
4
r·u·ff·le
2
4
r·u·m·b·le
2
5
s·e·tt·le
2
4
sh·u·ff·le
2
4
s·i·zz·le
2
4
s·n·i·ff·le
2
5
s·n·u·gg·le
2
5
s·p·ar·k·le
2
5
s·t·a·b·le
2
5
s·t·a·p·le
2
5
s·t·ar·t·le
2
5
s·t·u·m·b·le
2
6
t·a·b·le
2
4
t·a·tt·le
2
4
t·e·m·p·le
2
5
th·i·m·b·le
2
5
t·i·ck·le
2
4
t·i·t·le
2
4
t·r·e·m·b·le
2
6
t·r·i·a·n·g·le
3
7
t·r·u·ff·le
2
5
t·u·m·b·le
2
5
t·ur·t·le
2
4
t·w·i·n·k·le
2
6
u·n·c·le
2
4
u·n·t·a·n·g·le
3
7
v·e·h·i·c·le
3
6
w·a·ff·le
2
4
w·i·gg·le
2
4
w·o·bb·le
2
4
wr·e·s·t·le
2
5

Consonant-LE Syllables

A consonant-le syllable is always found at the end of a word. It is also known as a ‘stable final syllable’. This syllable pattern contains a consonant followed by the letters ‘le’, as in ‘table’ or ’apple’.

This syllable type doesn’t have a strong vowel sound, and the consonant and ‘le’ together form the final syllable.

If combined with an open syllable (e.g. table, title), there is no doubled consonant.

If combined with a closed syllable (e.g. puddle, little), there is a double consonant.

Teaching Tips

We need to make sure that students know that JUST because there’s an ‘le’ at the end of a word, doesn’t make it a final stable syllable.

  • For example, words like female, profile, pinhole are not consonant + le words. They have a vowel before the ‘le’.
  • There must be a consonant before the ‘le’.

There are 2 ways to teach students to work with consonant + le words - pick one way to teach it and be consistent:

  1. When students see an ‘le’ at the end of a word and a consonant before it – tell them that the ‘le’ likes to snatch the consonant and pull it to the second syllable.
  2. Once students have located the ‘le’ and seen a consonant before it, they can then count ( starting with the e):  1-2-3 divide.

Example Word: puzzle

  • When students have located the ‘le’ and seen a consonant before it, they’re going to count, starting with the e: 1-2-3 divide.
  • Once the word has been divided, it’s time to read each syllable.
  • First syllable – g closes in the u, the u makes it’s short sound.
  • Second syllable, we have a consonant + le, so in this syllable, the consonant will make its sound, followed by an unaccented schwa and l sound.

Other examples: