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AFTER READING
Generalization
OBJECTIVES
Syllables VCCCV When three consonants are together in the middle of a word, divide the
word between the single consonant and the blend or digraph.
  • Use word structure to decode words with syllable pattern VCCCV.
  • Review suffixes -er, -or,
    -ess,     and -ist.
  • Blend and read words that contain the syllable pattern VCCCV.
  • Apply decoding strategies: blend longer words.
ELL
Support Phonics Consonant blends with l- and r- are particularly difficult for speakers of Asian languages. Help students practice pronouncing each syllable in VCCCV words. Provide additional practice in pronouncing and spelling words with this pattern.
See the Phonics Transition Lessons in the ELL and Transition Handbook.
Practice Book
Practice Book 3.2 p. 49
with | without Answers
Generalization
Suffixes Prefixes, suffixes, and some inflected endings usually form separate syllables from the base word.
You may wish to explain the meanings of these words.
finalist one who makes it to the final event of a contest
flutist one who plays the flute
heiress a female who inherits something
Vocabulary Tip
Phonics
Phonics
Syllables VCCCV
TEACH
Write the words pilgrim and monster.
  • Say the first word aloud.
  • How many syllables are there? (2)
  • How many vowel sounds are there? (2; note, the second vowel is the schwa sound)
    Identify each vowel by writing a V below it.
  • How many consonants are there between the vowels? (3) Identify each consonant by
    writing a C below it.
  • Divide the word into syllables to help students see where these kinds of words are
    typically divided. (pil/grim)
Think AloudMODEL When I say the word pilgrim, I hear two syllables. I hear
two vowels, /i/ and //. I see three consonants: l, g, and r.
 I split the syllables between pil and grim because gr is a
blend and should not be divided.
Model blending monster. Then have students blend
the word with you.
MONSTER
PRACTICE AND ASSESS
DECODE LONGER WORDS Write these words. Have students read them and
then divide each word into syllables.
surprise farther hundred complete
instead control fortress parsley
READ WORDS IN CONTEXT Write these sentences. Have individuals read them
and divide the underlined words into syllables.
We choose healthy snacks when we get hungry. (hun/gry)
The teacher will explain the math problem to the class. (ex/plain)
To assess, have students repeat each word slowly and listen to where they are
dividing the words. Students can also write each word and show where each
syllable is in the word.
Review Word Parts
REVIEW SUFFIXES -er, -or, -ess, -ist
CONNECT Write this word: inventor.
  • We studied the suffixes -er, -or, -ess, and -ist.
  • Read this word to yourself. Raise your hand when you know what the word means.
  • What is the base word? (invent)
Continue the activity with the words hostess, runner, and typist.
PRACTICE AND ASSESS
DECODE LONGER WORDS Have individuals read the following words. Provide
help blending the words as needed.
sculptor tourist golfer collector
painter actress artist heiress
cyclist narrator baker flutist
READ WORDS IN CONTEXT Have students read these sentences. Then, to
check meaning, have them give their own sentence for the underlined word.
The stewardess pointed to our seats in the plane.
You should be quiet when you are a visitor at a museum.
She was a finalist in the science fair.
My mother works as a banker at the bank in our town.
To assess, see that students have used the words correctly.