3.2 Explicitly Teach the FLoSS(Z) Spelling Rule

Now it's time to teach!

Say,

We've already learned that a closed syllable contains one vowel followed by at least one consonant, which makes the vowel say its short sound.

Show students examples of closed-syllable words like bat, job, and shed.

Today we're going to learn how to read and write closed-syllable words that have a double consonant at the end of the word. Double means two of something.

Show the FLoSS(Z) flash card with the picture. 

Say,

Say,

When we see two of the same consonants together or double consonants, we read it as one sound. For example, when we see the '-ff' (point to '-ff' on the flash card), we say /f/.

Point to each ending sound on the flash card and have students say the sounds for '-ff', '-ll', '-ss', and '-zz'. 

Write the following words on the board: puff, hill, mess, jazz.

Underline the '-ff', '-l', '-ss', and '-zz' in each word. Discuss with your students that the words are all closed syllables and that the vowel sounds are short. Sound out each word together. 

Say,

Now let's talk about spelling. To help us remember when to double the final consonant, we have a chant: Immediately after a short vowel, at the end of a one-syllable word, we double 'f', 'l', 's', and 'z' ... yipee!

That means if I am spelling a word and I hear a short vowel with one of /f/, /l/, /s/, or /z/ after it at the end of the word, I need to double the final consonant.

Say,

Talk through the other three words and review the rule again.

Now let's spell a word together! The word is boss. Let's tap the sounds in boss, /b/, /ŏ/, /s/.

Write the first two sounds in boss on the board leaving the ending sound blank. 

Say,

The last sound here is /s/, which is one of our FLoSS(Z) consonants. It is at the end of the word and it's after a short vowel. So, let's spell it '-ss'.

After explicitly modeling spelling words that follow the FLoSS(Z) rule, you'll move on to the dictation portion of your lesson. During dictation, you will say words like mess. Students will repeat the word and tap the sounds in the word. You will discuss if there is a short vowel sound and if it is immediately followed by one of the FLoSS(Z) special consonants. If so, students will double the consonant at the end of the word to spell the sound. Students will then write the word.

Here is a list of words, phrases, and sentences (opens in new window) you can use for dictation.

When it's time to teach, we encourage you to use our research-based lesson plans to teach the FLoSS(Z) rule. They're ready to print and use in your classroom right away!