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AFTER READING
Generalization
OBJECTIVES
Generalization If a word ends in a consonant plus -le, those three letters usually make up the last syllable of the word.
  • Use word parts to decode words with syllable pattern C+le.
  • Review syllable patterns V/CV, VC/V.
  • Blend and read words that contain the syllable pattern C+le and VCV words.
  • Apply decoding strategies: blend longer words.
ELL
Support Phonics Many languages do not have the schwa sound, so English language learners may have difficulty pronouncing and spelling the unstressed syllable in words such as table and apple. Provide additional practice with such words.
See the Phonics Transition Lessons in the ELL and Transition Handbook
Practice Book
Practice Book 1 p. 69
with | without Answers
Generalization
Generalization When a word or a syllable ends with a single vowel, the vowel sound is usually long. When it ends with a consonant, the vowel sound is usually short.
Vocabulary Tip
You may wish to explain the meanings of these words.
rebate a partial refund
gravel small stones
axis a line through the center of an object
Phonics
Phonics
Syllable Pattern C+le
TEACH
Remind students that they have already learned some common syllable patterns.
Then write the words bottle and candle.
  • Say bottle aloud; then repeat it slowly, with a brief pause between syllables: bot/tle.
  • Between which two letters do we divide the word? (between the first t and second t)
Think AloudMODEL When I read the word candle, the first thing I notice is a word
part I have seen in many words: le. I see two vowels, and I will probably
hear two syllables. The first syllable is can, and the last syllable is dle.
 When a word ends in le, the consonant that comes before le must be
part of the last syllable.
Model blending candle. Then have students blend the word
with you.
CANDLE
Review Word Parts
REVIEW SYLLABLE PATTERNS V/CV, VC/V
CONNECT Write this word: melon
  • We studied the syllable patterns V/CV, VC/V.
  • Read the word to yourself. Raise your hand when you know where the word should be divided. (mel/on)
  • Is the vowel in the first syllable long or short? (short)
Continue in the same way with the word cozy. (co/zy, long)
PRACTICE AND ASSESS
DECODE LONGER WORDS Have individuals read the following words.
Provide help blending the words as needed.
  liver rebate gravel risen
  toxic atom axis cedar
  radar motor habit colon
READ WORDS IN CONTEXT Have students read these sentences and divide
the underlined words into syllables.
We must fin/ish this lesson.
Phon/ics helps us read words.
I pulled the cov/ers o/ver my head and fell asleep.
The gro/cer put our things in a bag.
To assess, have students do a word hunt for other words with the V/CV and VC/V syllable patterns. They can look in newspapers, magazines, books, or any other available reading materials.
PRACTICE AND ASSESS
DECODE LONGER WORDS Write these words, omitting the slashes. Have
students read the words and then draw a line between the two syllables.
  bun/dle ta/ble cud/dle strug/gle
  whis/tle cra/dle a/ble sim/ple
READ WORDS IN CONTEXT Write these sentences. Have individuals read
them, point out words with the syllable pattern C+le, and divide the words
into syllables. Target words are underlined.
We used a la/dle to scoop out the lit/tle pumpkin seeds.
I grabbed the han/dle to pick up the pitcher from the ta/ble.
We walked around the big pud/dle in the mid/dle of the sidewalk.
To assess, observe how students divide the words.