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aĀ·pĀ·rĀ·iĀ·cĀ·oĀ·t
3
7
aĀ·pĀ·rĀ·oĀ·n
2
5
arĀ·gĀ·uĀ·mĀ·eĀ·nĀ·t
3
7
bĀ·aĀ·bĀ·y
2
4
bĀ·aĀ·cĀ·oĀ·n
2
5
bĀ·aĀ·sĀ·iĀ·n
2
5
bĀ·e
1
2
bĀ·iĀ·cĀ·yĀ·cĀ·le
3
6
bĀ·oĀ·nĀ·uĀ·s
2
5
bĀ·rĀ·oĀ·kĀ·eĀ·n
2
6
cĀ·oĀ·mĀ·a
2
4
cĀ·oĀ·mĀ·pĀ·uĀ·tĀ·er
3
7
cĀ·rĀ·aĀ·tĀ·er
2
5
cĀ·rĀ·aĀ·zĀ·y
2
5
dĀ·oĀ·nĀ·uĀ·t
2
5
dĀ·rĀ·iĀ·vĀ·er
2
5
dĀ·uĀ·pĀ·lĀ·iĀ·cĀ·aĀ·t(e)
3
8
eĀ·vĀ·iĀ·l
2
4
fĀ·eĀ·vĀ·er
2
4
fĀ·iĀ·nĀ·aĀ·l
2
5
fĀ·oĀ·cĀ·uĀ·s
2
5
fĀ·rĀ·eĀ·quĀ·eĀ·nĀ·t
2
7
fĀ·rĀ·oĀ·zĀ·eĀ·n
2
6
gĀ·o
1
2
gĀ·rĀ·aĀ·vĀ·y
2
5
hĀ·e
1
2
hĀ·i
1
2
hĀ·oĀ·tĀ·eĀ·l
2
5
hĀ·uĀ·mĀ·aĀ·n
2
5
iĀ·sĀ·oĀ·lĀ·aĀ·t(e)
3
6
lĀ·aĀ·bĀ·eĀ·l
2
5
lĀ·aĀ·dĀ·y
2
4
lĀ·aĀ·dĀ·yĀ·bĀ·uĀ·g
3
7
lĀ·iĀ·lĀ·aĀ·c
2
5
mĀ·e
1
2
mĀ·iĀ·nĀ·uĀ·s
2
5
mĀ·oĀ·bĀ·iĀ·l(e)
2
5
mĀ·oĀ·mĀ·eĀ·nĀ·t
2
6
mĀ·oĀ·tĀ·eĀ·l
2
5
mĀ·oĀ·tĀ·or
2
4
mĀ·uĀ·sĀ·eĀ·uĀ·m
3
6
mĀ·uĀ·sĀ·iĀ·c
2
5
nĀ·aĀ·vĀ·y
2
4
nĀ·o
1
2
oĀ·pĀ·eĀ·n
2
4
oĀ·vĀ·er
2
3
pĀ·aĀ·pĀ·er
2
4
phĀ·oĀ·tĀ·o
2
4
phĀ·oĀ·tĀ·oĀ·gĀ·rĀ·aĀ·ph
3
8
pĀ·iĀ·lĀ·oĀ·t
2
5
pĀ·oĀ·nĀ·y
2
4
pĀ·oĀ·tĀ·aĀ·tĀ·o
3
6
rĀ·aĀ·dĀ·ar
2
4
rĀ·aĀ·dĀ·iĀ·o
3
5
rĀ·eĀ·cĀ·eĀ·nĀ·t
2
6
rĀ·eĀ·gĀ·uĀ·lĀ·aĀ·t(e)
3
7
rĀ·eĀ·lĀ·aĀ·x
2
5
rĀ·iĀ·vĀ·aĀ·l
2
5
rĀ·oĀ·bĀ·oĀ·t
2
5
rĀ·oĀ·dĀ·eĀ·nĀ·t
2
6
rĀ·uĀ·bĀ·y
2
4
sĀ·eĀ·cĀ·rĀ·eĀ·t
2
6
shĀ·e
1
2
sĀ·iĀ·lĀ·eĀ·nĀ·t
2
6
sĀ·iĀ·rĀ·eĀ·n
2
5
sĀ·o
1
2
sĀ·pĀ·iĀ·dĀ·er
2
5
sĀ·tĀ·aĀ·dĀ·iĀ·uĀ·m
3
7
sĀ·tĀ·uĀ·dĀ·eĀ·nĀ·t
2
7
sĀ·tĀ·uĀ·pĀ·iĀ·d
2
6
tĀ·iĀ·dĀ·aĀ·l
2
5
tĀ·iĀ·gĀ·er
2
4
tĀ·iĀ·nĀ·y
2
4
tĀ·oĀ·tĀ·aĀ·l
2
5
tĀ·uĀ·lĀ·iĀ·p
2
5
uĀ·nĀ·iĀ·cĀ·orĀ·n
3
6
uĀ·nĀ·iĀ·t
2
4
vĀ·iĀ·pĀ·er
2
4
vĀ·iĀ·tĀ·aĀ·l
2
5
vĀ·oĀ·lĀ·cĀ·aĀ·nĀ·o
3
7
wĀ·aĀ·fĀ·er
2
4
wĀ·e
1
2

Open Syllables - V/CV Pattern

Open syllables end with a vowel. The vowel is not ā€˜closed in’ by a consonant. In this type of syllable, the vowel makes its long sound.

Helpful analogy - the door is open and the vowel sound gets to shout its name out the door.

Open syllables in multi-syllabic words follow a VCV pattern (Vowel-Consonant-Vowel). When we see this pattern in words, the middle consonant usually goes with the second syllable.

We use a symbol called a macron to indicate when a vowel is making its long sound.

Teaching Tips for Multi-Syllabic Words

  • Start with words with an open syllable in the first syllable and a closed second syllable (students already know how to read closed syllable words). e.g. robot, bonus, began
    • Students can mark the open and closed syllables with the breve and macron, then read the word aloud.
  • Once students are more confident, you could also do words with ā€˜er’ chunks e.g. tiger, razor (once students can read simple ā€˜er’ words.)
  • Then expose to words with 2 open syllables
    • Open syllables with a y on the end are a little trickier - learners need to know that y can make a vowel sound like in lazy, duty, crazy