3.2 Explicitly Teach Consonant '-le' Syllables

You can introduce the consonant '-le' syllable type using this step-by-step lesson.

Gather your closed (opens in new window), open (opens in new window), and r-controlled (opens in new window) syllable flash cards and say,

Today we are going to learn about a new syllable type. Before we do that, we need to review some of the syllable types that we've already learned. 

We're going to sort the syllables on these cards into three categories: closed, open, and r-controlled syllables.

Hold up each syllable, one at a time, and ask students to identify the syllable type and read the syllable. 

Students answer, 

ta - open syllable, /tā/
ped - closed syllable, /pĕd/
shuf - closed syllable, /shŭf/
gig - closed syllable, /gĭg/
ma - open syllable, /mā/
tur - r-controlled syllable, /ter/
siz - closed syllable, /sĭz/

Say,

Now that you know how to read closed, open, and r-controlled syllables, we're going to learn a new syllable type. 

The new syllable type is called the consonant '-le'. 

The consonant '-le' syllable is going to be the final syllable in a word. This syllable type is special because it does not happen in one-syllable words; it has to come after another syllable, like in bubble.

Take the consonant '-le' picture flash cards and introduce them by saying the letters, keyword, and how it's pronounced. Then have your students repeat after you. Point out that in the keywords, the consonant '-le' syllable is the last syllable you hear.

Say,

'b', 'l', 'e', bubble, /bl/

'd', 'l', 'e', candle, /dl/

'f', 'l', 'e', waffle, /fl/

'g', 'l', 'e', juggle, /gl/

'p', 'l', 'e', purple, /pl/

't', 'l', 'e', turtle, /tl/

'z, 'l', 'e', puzzle, /zl/ 

Once students have practiced with the picture flash cards, you can go back to your syllable flash cards and practice combining open, closed, and r-controlled syllables with consonant '-le' syllables.

For each syllable, add the following consonant '-le' syllables (one at a time). Then have your students say each syllable and then read the new words.

'ta-', '-ble', table

'ped-', '-dle', peddle
'shuf-', '-fle', shuffle
'gig-', '-gle', giggle
'ma-', '-ple', maple
'tur-', '-tle', turtle
'siz-', '-zle', sizzle

Say, 

Now that you know how to read words with the consonant '-le' syllable type, you will be able to read and spell more words! I've got a new strategy for you. 

If you come to a word you don't know, and it has consonant '-le' at the end, try this: say, 

"Count back three for consonant '-le'." 

Then you start at the 'e' and count back three letters and divide the syllables. That helps you to look at the first syllable, figure out the syllable type, and read the first syllable. Then read the whole word.

Write snuggle on the board.

Say,

Do you see an 'e' at the end of the word? [yes] 

Is it magic 'e'? [no] 

How do you know? [Because it can't jump back over one consonant and land on a vowel.] 

Okay, so let's see if we can count back three letters to get a consonant '-le' syllable. Do we have a consonant, an 'l', and an 'e'? [yes] 

So we will divide right before the consonant '-le' syllable.

Start at the 'e' and write 1, 2, 3 under the letters.

Say,

Now, I can look at the first syllable and figure out how to read it by identifying the syllable type. I look at my vowel, 'u', and see one consonant after it. What type of syllable is it? [closed] 

Yes, so what kind of vowel sound will it be? [short] 

Let's read the first syllable. ['snug-'] 

Now, let's read the word. [snuggle] 

Write stifle on the board.

Say,

Do you see an 'e' at the end of the word? [yes] Is it magic 'e'? [no] 

How do you know? [Because it can't jump back over one consonant and land on a vowel.] 

Okay, so let's see if we can count back three letters to get a consonant '-le' syllable.

Start at the 'e' and write 1, 2, 3 under the letters.

Say,

Do we have a consonant, an 'l', and an 'e'? [yes] 

So we will divide right before the consonant '-le' syllable. Now, I can look at the first syllable 'sti-' and figure out how to read it by identifying the syllable type. I look at my vowel, 'i', and see there is no consonant after it. 

What type of syllable is it? [open] 

Yes, so what kind of vowel sound will it be? [long] 

Let's read the first syllable. ['sti-'] 

Now, let's read the word. [stifle] 

Stifle means to be in someone's space or make it hard for them to do something. 

You will then move into syllable dictation. See our lesson plan (opens in new window) for more detail about how to teach dictation. The process for dictating consonant '-le' syllables is a bit different than for other phonics skills. For this syllable type we teach students to put a dash before we write the consonant '-le' syllable so that they remember that it goes after another syllable and is not an open syllable.

When it's time to teach, we encourage you to use our research-based lesson for consonant '-le' (opens in new window) and give students independent practice with Consonant '-le' Syllable POP! (opens in new window) They are both ready to print and use in your classroom right away!