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Blow the Lid Off the Reading Skills Tests!

Consonant –le and Vowel-Consonant e

In 20 Lessons or Less

Guide 4

| © Jackson Consulting, 2012

Introduction

Your Complete Guide to Consonant –le and Vowel – Consonant e Syllables Multisyllabic Mastery can be used to boost your struggling reader or help your on-target reader get ahead.

While phonics instruction is only one part of learning to read, it is the main part. Research has shown that a good reader must have foundational skills, such as phonemic awareness and phonics before they can successful move on to fluently read text, vocabulary development and the end goal of reading comprehension.

The guides in this series cover all of the phonics elements that are essential for learning to read. Each lesson in the guides follows a sequence that MUST be done in order since each section builds on the previous.

How to Use the Guides to Mastery

Each lesson in the Guides to Mastery follows an explicit lesson sequence. Here is a look at each section:

Words to Blend

This section contains a list of 9 words the teacher will have the students blend using Syllable by Syllable Blending. All of the words in this section contain the syllable type that particular guide focuses on.


Procedure for Syllable by Syllable Blending:

1. Print the first syllable on the board. 2. Point to syllable and say, “Syllable?” Let the students say the

syllable. 3. Print the next syllable on the board, point right under it and

say, “Syllable?” Let the students say the syllable. 4. Place your finger back to the beginning of the word and say,

“Blend.” 5. Go back to the beginning of the word and say “Word” and

slide your finger under the whole word.

Repeat this procedure with the rest of the words in this section.

Automatic Word Recognition

The goal of phonics instruction is to prepare students to be able to fluently read words. Studies have shown that when students are able to read words without having to sound them out, their brain is free to begin to comprehend what it is reading.

Students need to practice reading words automatically in isolation as well as in decodable text. Every Automatic Word Recognition section contains 9 words that contain previous sound spellings and syllable types. Teachers have the option to write these words on the board, or use the pages located in Appendix E. This section is different from the Words to Blend section because students are required to read these words as a whole word, no sounding out. The teacher simply points to the word, pauses a second, says, “Word”? and swoops her hand under the word as students read it.


Decodable

This is where the reading practice comes in. You can now see why it is important to follow the sequence of this lesson. We are now at the part of the lesson where the students will apply what they have learned.

The decodable passages that have been provided contain words that have spelling patterns that have already been introduced to students. This is the opportunity for students to practice their automaticity. The text can be found in Appendix A.

An important thing to remember about decodable text is that it is for practicing phonics and fluency; it is not for working on comprehension skills.

Give the students the decodable passages and have them practice reading it several times. Students can keep them in a notebook to practice reading daily.

Word Work

Incorporating Word Work into every lesson allows students the opportunity to practice not only reading words, but also spelling. These Guides to Mastery include 3 activities that are rotated to add a variety of work for students. Here is a look at the activities:

Syllable Type Sort

In Appendix B are Syllable Type Sorts. At the top of each sort are the types of words that are to be sorted, for example, one and two syllable words. The students take the cards and sort them into two columns, words that are one


syllable and words that are two syllables. There are a variety of sorts. Once they are sorted in the correct column, students can then practice reading the words for fluency.

Syllable Practice

Appendix C provides students practice with breaking words into syllables on their own.

Dictation

This is a great way for teachers to see how their students are progressing. It is important for students to know dictation is not a graded test, but just practice for them. Teachers dictate the words for students to spell. There is also a sentence for students to write in each dictation activity. Pages are located in Appendix D.

Syllable Division Daily Practice

In this section, students are provided daily with the opportunity to divide 5 words into syllables on their own, based on what they have learned.


Procedures for Teaching Syllable Division Principles


Procedure for Teaching VC/CV Syllable Division

This syllable division occurs when a word has two consonants that come between two vowels. In words with this pattern, the split comes between the two consonants (unless the two consonants are a digraph).

Step 1:

Write the word on the board:

tidbit

Step 2:

First, label the vowels in the word:

tidbit v v Step 3:

Then, label the consonants between the vowels:

tidbit vccv Step 4:

Point out to students the VCCV division and when words have this division, you split the word between the two consonants.

tid/bit

Step 5:

Look at the first syllable: tid


Ask students if this is an open or closed syllable. (It is a closed syllable because there is a vowel followed (or closed in by) a consonant).

Since it is a closed syllable the vowel is short. This syllable is pronounced /rab/.

Step 6:

Look at the second syllable: bit


Since it is a closed syllable the vowel is short. This syllable is pronounced /bit/.

Step 7:

Have students blend the two syllables together to say the word.


Procedure for Teaching V/CV and VC/C Syllable Division

When a word has one consonant between two vowels, divide the word after the first vowel. This makes it an open syllable and the vowel sound is long. If the split does not make a recognizable word, divide it after the consonant. This will make it a closed syllable and the vowel will be short.

V/CV Example

Step 1:


music

Step 2:


music v v Step 3:


music vcv Step 4:

Point out to students the VCV division. Remind them that 75% of words break as V/CV and to try that first.

mu/sic


Step 5:

Look at the first syllable: mu

Ask students if this is an open or closed syllable. (It is an open syllable because there is a vowel at the end of the syllable).

Since it is an open syllable, the vowel is long. This syllable is pronounced /mū/.

Step 6:

Look at the second syllable: sic


Since it is a closed syllable the vowel is short. This syllable is pronounced /sic/.

Step 7:



VC/V Example

Step 1:


habit

Step 2:


habit v v Step 3:


habit vcv Step 4:

Point out to students the VCV division. Remind them that 75% of words break as V/CV and to try that first.

ha/bit

Step 5:

Look at the first syllable: ha

Ask students if this is an open or closed syllable. (It is an open syllable because there is a vowel at the end of the syllable).

Since it is an open syllable, the vowel is long. This syllable is pronounced /hā/.


Step 6:

Look at the second syllable: bit


Since it is a closed syllable the vowel is short. This syllable is pronounced /bit/.

Step 7:

Have students blend the two syllables together to say the word. This is not a recognizable word so tell the students you are going to try the VC/V division.

Step 8:

hab/it

Step 9:

Have students read the word. This is a recognizable word.


Procedure for Teaching VC/CCV and VCC/CV Syllable Division

When a word is made up of a consonant blend or digraph, keep the letters together in the same syllable.

Step 1:


toothbrush

Step 2:


fishhook (reminder: label double vowels as 1) v v Step 3:


fishhook

vcccv

Step 4:

Point out to students the VCC/CV division. Remind them digraphs are kept together.

fish/hook

Step 7:



Procedure for Teaching Consonant -le Syllable Division

This syllable division occurs when a final, separate syllable contains a consonant followed by the letters le.

Step 1:


table

Step 2:


table v v Step 3:


table vccv

Step 4:

If the first syllable ends with a consonant, try the short vowel sound for the first vowel. If the first syllable ends with a vowel, try the long sound.

tab/le or ta/ble


Lesson 1

Syllable Type Spelling Focus: Consonant -le

Words to Blend:

bot*tle ma*ple bub*ble

mul*ti*ple jun*gle ta*ble

mid*dle ter*ri*ble bun*dle

Automatic Word Recognition:

artist peculiar harvest

muscular carpet circular

calendar artistic sugar

Decodable: (Appendix A, Lesson 1)

Word Work: Syllable Type Sort

(Appendix B, Lesson 1)

Syllable Division Daily Practice:

bundle crusade wistful clever provide


Lesson 2

Syllable Type Spelling Focus: Consonant –le

Words to Blend:

cat*tle syl*la*ble sin*gle

sad*dle ti*tle strug*gle

set*tle ap*ple can*dle


canvas fossil picnic

limit tactic mimic

until public habit


Word Work: Syllable Practice



maple nomad falcon promote shiver


Lesson 3


Words to Blend:

sam*ple peo*ple an*gle

di*vis*i*ble cy*cle han*dle

un*cle prin*ci*ple ket*tle


Martin collar garnish

cheddar marshland cedar

tarnish cellar discard


Word Work: Dictation



struggle romance tendril punish beside


Lesson 4


Words to Blend:

lit*tle stum*ble whis*tle

bat*tle rec*tan*gle mul*ti*ple

an*gle sta*ble ob*serv*a*ble


sharpen target charter

arcade monarch farther

scholar marlin pillar





sample recite impress devote petal


Lesson 5


Words to Blend:

trem*ble nee*dle pos*si*ble

prob*a*ble col*lect*i*ble mis*tak*a*ble

vis*i*ble ob*serv*a*ble a*gree*a*ble


garlic dollar cougar

burglar barnyard beggar

perfect lantern bathrobe





stumble cupid distinct planet primate


Assessment

Consonant -le

multiple struggle kettle

fingle taple lifdle


Lesson 6


Words to Blend:

rea*son*a*ble pre*vent*a*ble pro*duc*i*ble

prin*ci*ple cir*cle peb*ble

tum*ble tur*tle com*fort*a*ble


perfect purchase charter

sherbet misinterpret modern

underbrush northern verdict





Lesson 7

tremble elope convent profile robin


Lesson 7


Words to Blend:

pad*dle brit*tle al*low*a*ble

bat*tle rat*tle a*vail*a*ble

val*u*a*ble no*tice*a*ble ap*proach*a*ble


lantern kindergarten perhaps

enter carpenter number

never September mermaid





circle define magnet define never


Lesson 8


Words to Blend:

fid*dle pro*duc*i*ble mul*ti*ple

fa*ble wig*gle ex*cus*a*ble

pud*dle nee*dle vis*i*ble


member gather sister

checkers sister rocker

whisper permit better





brittle profile damsel elope limit


Lesson 9


Words to Blend:

bi*cy*cle per*mis*si*ble pro*nounc*a*ble

a*void*a*ble al*low*a*ble var*i*a*ble

veg*e*ta*ble be*live*a*ble for*get*ta*ble


gardener yesterday number

center chapter hammer

master monster powder





fiddle primate system cupid level


Lesson 10

Syllable Type Spelling Focus: REVIEW Consonant –le

Words to Blend:

ta*ble ter*ri*ble set*tle

di*vis*i*ble sta*ble pos*si*ble

val*u*a*ble ex*cuse*a*ble trem*ble


pattern hamster winter

carpenter grasshopper dinner

shelter thunder river





wiggle devote contest cupid vanish


Assessment

Consonant -le

tumble valuable excusable

glowgle gartle lipdle


Lesson 11

Syllable Type Spelling Focus: Vowel Consonant e

Words to Blend:

in*side ga*rage op*po*site

dis*ease in*crease def*i*nite

de*o*dor*ize per*fume an*te*lope


admiral affirm circumference

circus birthday confirm

whirlwind thirsty giraffe





needle beside ransom recite column


Lesson 12


Words to Blend:

cel*e*brate sat*el*lite ex*cuse

ma*chine in*tro*duce es*cape

croc*o*di*le sub*ma*rine ex*treme


infirmary circulate circular

retire skirmish thirteen

stirrup virtual whirlpool





table provide selfish romance liquid


Lesson 13


Words to Blend:

cos*tume sup*pose op*er*ate

be*side a*bove wel*come

choc*o*late hem*i*sphere pro*duce


surprise occur hamburger

frankfurt Thursday disturb

burden hurricane surplus





tremble relate distant nomad proper


Lesson 14


Words to Blend:

in*side com*plete in*clude

in*vade com*pose cap*sule

re*fuse sep*a*rate be*come


burlap turnip murmur

injure purple Saturday

return turnip absurd





puddle deny limpid crusade river


Lesson 15


Words to Blend:

Eu*rope pre*cede or*gan*ize

pub*li*cize im*age com*pute

mis*take con*cen*trate chro*mo*some


configure manicure juror

hurry hurdle current

curler gurgle further





rattle cement dispel clever comet


Assessment Vowel Consonant e

garage introduce hemisphere

potfake tafuse darfame


Lesson 16


Words to Blend:

re*move in*come av*er*age

ex*am*ine fig*ure ga*rage

de*rive land*scape at*ti*tude


furniture curious durable

curfew furnace curriculum

furbish curtain cursive





cattle moment sunlit rapid athlete


Lesson 17


Words to Blend:

dis*pute in*side dis*ease

in*crease def*i*nite de*o*dor*ize

en*gage sav*age per*fume


muscular curfew skirmish

cursive hammer beggar

purple grasshopper turnip





kettle bonus subject second kingdom


Lesson 18


Words to Blend:

pa*rade sur*face ar*rive

fa*vor*ite im*ag*ine sub*ma*rine

com*mu*ni*cate a*lone im*me*di*ate


corner order border

popcorn morning horseback

effort corrupt forget





stable defend disgust solid pumpkin


Lesson 19


Words to Blend:

e*rase re*mote choc*o*late

pro*ceed com*pute de*scribe

tad*pole en*ve*lope lo*cate


forest correct absorb

northwest support hornet

instructor doctor armor


Word Work: Syllable Type



turtle pretend insect travel halfway


Lesson 20

Syllable Type Spelling Focus: Vowel Consonant e REVIEW

Words to Blend:

car*pet mar*lin sher*bet

check*ers thirst*y ham*burg*er

cur*rent for*get in*struct*or


carpet marlin sherbet

checkers thirsty hamburger

current forget instructor





unit bugle compact value mushroom


Assessment Vowel Consonant e

examine dispute communicate

thipine toofage larpute


Appendix A Decodable Text


Lesson 1

The glass bottle was in the cabinet.

There were multiple rainbows in the sky.

What is in the middle of the landscape?

The maple tree shed its leaves.

Zac likes to blow bubbles.


Lesson 2

The farmer moved the cattle.

The saddle was put on the horse before we went horseback riding.

Can we settle who the winner of the checkers game is?

How many syllables are in the word moment?

What is the title of the book you are reading?


Lesson 3

Can you please give me a sample of that cookie?

My uncle has a sailboat.

People like to go to the seashore.

How do you handle it when someone is mean to you?

The kettle is on the stove with the teapot.


Lesson 4

The little grasshopper hopped away.

There is a battle for who is going to be in charge.

Tom stumbled on the rock.

Whistle while you work.

Your act of kindness is observable.


Lesson 5

The little girl trembled when she heard the loud sound.

Mars will be visible in the sky tonight.

My mom needs a needle so she can sew my jacket.

That lunch box is a collectible.

Is it possible for you to come with us on our sailboat?


Lesson 6

That is a reasonable request.

Find the circumference of the circle.

The little girl tumbled on the mat at the gym.

A turtle was on the seashore.

Throw the pebble in the pond.


Lesson 7

We need to have a paddle in the rowboat.

Tim and Sam are having a battle in checkers.

A hammer is a valuable tool for a carpenter.

The china is very brittle.

The baby threw the rattle out of the crib.


Lesson 8

Is it allowable to ask questions during the test?

What time will you be available to talk?

If you study hard, getting an F on the math test is preventable.

Tom loves to play the fiddle and dance.

When Rita jumped over the puddle, she took a tumble.


Lesson 9

Beth got a new pink bicycle.

Mom and I will plant a vegetable garden this spring.

Getting sick can be avoidable if you wash your hands.

Is it permissible to use the rowboat on the lake?

The little girl wiggled herself off the bike.


Lesson 10

Please set the table for dinner.

Todd is a valuable member of the team.

The trip on the sailboat was terrible.

The horses are put away in the stable.

The family finally settled in to their new home.


Lesson 11

Inside the house was a tall clock.

Please deodorize the locker room before you leave.

We are going to have a huge garage sale.

Gas prices have had a huge increase since last summer.

The opposite of happy is sad.


Lesson 12

Where did you get that great smelling perfume?

The antelope hopped along the landscape.

When do you want to celebrate your graduation?

The carpenter’s machine broke while he was cutting the wood.

We saw a huge crocodile in the river.


Lesson 13

What costume are you going to wear to the party?

The paddle is beside the rowboat.

Chocolate is my favorite ice cream.

What part of the hemisphere is Africa a part of?

All friends are welcome to my thirteenth birthday party.


Lesson 14

Greg will compose a song and play it for us on his fiddle.

Please clean out the inside of the sailboat.

Did you complete your homework?

Our class is putting together a time capsule.

We need to include a diagram in our report.


Lesson 15

How long will it take to fly to Europe?

Our teacher will publicize the date of our upcoming field trip.

You made a mistake finding the circumference of this circle.

Concentrate when you take your test.

We are learning about x and y chromosomes in science.


Lesson 16

Please remove your hat when saluting the flag.

The doctor will examine my elbow.

The gardener makes the landscape look fantastic.

You must have a positive attitude.

The average grade on the history test was a B.


Lesson 17

The people had a dispute over the bill.

You will need to increase the amount of time you are spending on your homework.

The dog had a disease that the doctor was not able to cure.

Use perfume to deodorize the room.

Dad needs to increase the temperature of the furnace.


Lesson 18

The parade passes right in front of my house.

My favorite movie is on television.

It is very important to be able to communicate with people.

Imagine if a meteor hit Earth.

The submarine was under water for six months.


Lesson 19

Please erase the board after you complete your math problem.

Proceed to the back of the school during the fire drill.

We are learning about tadpoles in science.

Write your address in the upper left corner of the envelope.

Describe the journey of the Mayflower.


Lesson 20

We have to write about a current event.

While on the sailboat, we saw marlin in the water.

The instructor taught us how to do yoga.

What flavor of sherbet is your favorite?

Do you like fries with your hamburger?


Appendix B Syllable Type Sorts


Lesson 1 Syllable Type Sort

Open, Long Vowel, and Consonant -le

depend inhale railway

estate elect maple

bottle seashell basic

table item terrible

explain mainland crayon



Closed, R-Controlled, and Consonant -le

little pattern dentist

gardener mishap candle

tidbit whistle powder

grasshopper napkin multiple

settle winter catnap



Long Vowel, R-Controlled, and Consonant -le

ingrown center single

candle explode master

monster apple backbone

collectible bathrobe hammer

explore dinner comfortable



Open, Closed, Long Vowel, R Controlled and Consonant -le

motel indent circus

whirlwind apron seacoast

coatrack avoidable device

producible canvas beacon

admiral excusable habit



Consonant –le and Vowel Consonant e

sample excusable disease

introduce people bicycle

table machine observable

escape collectible garage

producible increase costume




divisible noticeable compose

publicize cycle vegetable

image variable multiple

crocodile visible derive

wiggle submarine inside




uncle invade battle

paddle principle become

fable precede rectangle

concentrate agreeable satellite

communicate celebrate needle


Appendix C Syllable Practice


Lesson 2

Break the following words into syllables.

Example: moment __mo__ __ment__

1. multiple ________ ________ _________

2. bubble ________ ________

3. struggle ________ ________

Lesson 5


1. sample ________ ________

2. principle ________ ________ _________

3. stumble ________ ________


Lesson 8


1. pebble ______ _______

2. comfortable ______ _______ _______ _______

3. rattle ______ _______

Lesson 11


1. stable ________ ________

2. opposite ________ ________ _________

3. bicycle ________ ________ _________


Lesson 14


1. machine _____________ ____________

2. compose ____________ ____________

3. suppose ____________ ____________

Lesson 17


1. figure _________ ____________

2. organize _________ _________ _______

3. savage ____________ ____________


Lesson 20


1. disease _____________ ____________

2. perfume ____________ ____________

3. favorite _________ _________ ________


Appendix D Dictation


Dictation

Lesson 3

Line 1: bottle cattle

Line 2: divisible candle

Sentence: The boys had a handle on the table.

Lesson 6

Line 1: possible rectangle

Line 2: needle mistakable

Sentence: I tremble when I see a needle.

Lesson 9

Line 1: multiple valuable

Line 2: battle vegetable

Sentence: It was permissible for Mary to ride her bicycle in

the street.

Lesson 12

Line 1: celebrate perfume

Line 2: excuse parade

Sentence: Spraying the perfume will deodorize the room.


Lesson 15

Line 1: costume image

Line 2: organize capsule

Sentence: I refuse to touch the crocodile.

Lesson 18

Line 1: dispute parade

Line 2: engage surface

Sentence: How do they communicate inside a submarine?


Dictation

Lesson 3

Name _______________________

Line 1: __________ __________ __________

Line 2: __________ __________ __________

Sentence: ___________________________________________

Lesson 6

Name _______________________

Line 1: __________ __________ __________

Line 2: __________ __________ __________

Sentence: ___________________________________________

Lesson 9

Name _______________________

Line 1: __________ __________ __________

Line 2: __________ __________ __________

Sentence: ___________________________________________


Lesson 12

Name _______________________

Line 1: __________ __________ __________

Line 2: __________ __________ __________

Sentence: ___________________________________________

Lesson 15

Name _______________________

Line 1: __________ __________ __________

Line 2: __________ __________ __________

Sentence: ___________________________________________

Lesson 18

Name _______________________

Line 1: __________ __________ __________

Line 2: __________ __________ __________

Sentence: ___________________________________________


Appendix E


Automatic Word Recognition

Charts


artist peculiar harvest

muscular carpet circular

calendar artistic sugar


canvas fossil picnic

limit tactic mimic

until public habit


Martin collar garnish

cheddar marshland cedar

tarnish cellar discard


sharpen target charter

arcade monarch farther

scholar marlin pillar


garlic dollar cougar

burglar barnyard beggar

perfect lantern bathrobe


perfect purchase charter

sherbet misinterpret modern

underbrush northern verdict


lantern kindergarten perhaps

enter carpenter number

never September mermaid


member gather sister

checkers sister rocker

whisper permit better


gardener yesterday number

center chapter hammer

master monster powder


pattern hamster winter

carpenter grasshopper dinner

shelter thunder river


admiral affirm circumference

circus birthday confirm

whirlwind thirsty giraffe


infirmary circulate circular

retire skirmish thirteen

stirrup virtual whirlpool


surprise occur hamburger

frankfurt Thursday disturb

burden hurricane surplus


burlap turnip murmur

injure purple Saturday

return turnip absurd


configure manicure juror

hurry hurdle current

curler gurgle further


furniture curious durable

curfew furnace curriculum

furbish curtain cursive


muscular curfew skirmish

cursive hammer beggar

purple grasshopper turnip


corner order border

popcorn morning horseback

effort corrupt forget


forest correct absorb

northwest support hornet

instructor doctor armor


carpet marlin sherbet

checkers thirsty hamburger

current forget instructor

Consonant le and Vowel- Consonant e - Jill Jacksonvowel sound is long. If the split does not make a...

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