![]() ![]() ![]() Instructing students on how to use vowels in two-syllable words to identify the syllable type and decode is begun in earnest. ![]() The cycle begins with one-syllable words and then moves to two-syllable words by pairing an open syllable with a closed (examples: “mo-ment,” “o-pen”) or with another open syllable (example: “he-ro”). Cycle 14: Introduces long vowel sounds via the spelling pattern of an open syllable.Cycle 13: Continues work with two-syllable words and syllable type VC/CV, and will fold in compound words (examples: “pigpen,” “sunset”) to solidify students’ understanding of syllables (i.e., each syllable can be a word-as represented in compound words-or not).Students receive direct instruction of syllable type VC/CV to teach the decoding (and encoding) of two-syllable words. Students learn how to break a word into syllables to decode efficiently (examples: “magnet,”“picnic”). Cycle 12: Introduces the idea that every syllable has a vowel.In addition, the act of dividing multisyllabic words will lead students to begin to decode and encode two-syllable words with a combination of CV, CVC, and CVCe syllable types. Although students are not expected to master the identification of syllable types, they will develop a comfort with dividing words and begin to identify the types of syllables based on this skill. Students will learn how to identify vowels and vowel sounds in words and use that knowledge to divide words into two syllables. Students are slowly introduced to two-syllable words of a specific syllable type and, finally, pairing taught-syllable types in two-syllable words.īy the end of the module, students should be able to decode and encode one-syllable words with the CVCe syllable type. Students are introduced to new syllable types-first, closed syllable (VCCV), then open-syllable beginning with CV, and finally CVCe words with a long vowel sound in the middle and a silent "e" at the end. In this module, students shift to decoding two-syllable words. ![]()
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