![]() ![]() The first step is to say each word one syllable at a time. Next, I ask learners to break up words that look similar, but some have a “closed” first syllable, and others have an “open first syllable e.g. In compound words, both syllables are usually stressed and said as they are written – there are no complications from unstressed vowels/weak syllables. This gets learners in the habit of stopping at the end of each syllable to blend, before proceeding on to the next syllable, and then putting the two syllables together. We start off with compound words made out of words they can already spell, like “catfish”, “suntan”, “dishcloth”, “himself” and “uphill”. However, most of the students I work with are being encouraged to tackle long words at school well before they get up to my Workbook 7, so I’ve started introducing some input on tackling long words earlier, when they are studying vowel spellings in Workbooks 4 and 5. In my Workbook 7 and Workbook 8, I break multisyllable words up using little dots, so that learners get to practice writing lots of different syllable types in multisyllable words before they have to figure out where the syllable boundaries are for themselves. When learners start reading and spelling multi-syllable words, it’s useful to get them to practice reading and writing words which contrast “closed” and “open” syllables. The first syllables in words like “paper”, “being” “final”, “hoping”, “brutal” and “future” end with a “long” vowel, and are sometimes called “open” syllables. ![]() These are sometimes called “closed” syllables. The first syllables in words like “atom”, “centre”, “filter”, “shopping”, “rubbish” and “pullet” contain a “short” vowel, which must be followed by a consonant in English.
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