Educators would agree that teaching students phonics concepts like closed and open syllables is essential for building decoding skills.
This article provides a comprehensive guide to closed and open syllables, including interactive lessons and activities that will engage diverse learners in mastering these fundamental reading skills.
You'll discover the basics of closed and open syllables, the role they play in developing literacy, and specific classroom strategies to introduce these concepts in a way that sticks.
Introduction to Phonics: Closed Syllables and Open Syllables
Closed and open syllables are foundational concepts in phonics and early reading instruction. Understanding these syllable types helps students develop critical phonological and phonemic awareness skills that support decoding, spelling, and comprehension.
Understanding the Basics of Closed Syllable Words
Closed syllables end in a consonant and have a short vowel sound. For example:
- cat
- hop
- win
Words with closed syllables are the easiest for emerging readers to sound out since every letter makes one sound. There are some exceptions though, like the silent 'e' in "hope."
Exploring Open Syllable Examples
In contrast, open syllables end in a long vowel sound and do not end in a consonant. For instance:
- go
- hi
- no
Vowel teams like "ai" or "oa" also make the long vowel sound in open syllables. Some examples are:
- rain
- boat
Open syllables can be more difficult for new readers to decode since the vowel sound is held longer.
The Importance of Phonics and Decoding Skills
Understanding closed and open syllables allows students to break longer words into manageable chunks. Recognizing syllable types improves decoding, spelling, vocabulary, and reading comprehension.
For example, sounding out the closed and open syllables in "napkin" separately makes it easier to read the whole word:
nap - kin
Phonics Instruction: A Classroom Strategy
There are many engaging ways for teachers to incorporate closed and open syllables into lessons, including:
- Sorting word cards into closed and open syllable piles
- Identifying syllable types in tongue twisters
- Breaking down vocabulary words into syllables
- Color-coding closed and open syllables in written passages
- Playing syllable identification games
Integrating syllable instruction across reading, writing, and spelling activities helps reinforce this foundational phonics concept.
What are the 3 types of syllables?
When teaching students about syllables, it's important to cover the three main types: closed syllables, open syllables, and vowel-consonant-e (VCe) syllables.
Closed Syllables
A closed syllable ends in a consonant and has a short vowel sound. Some examples of words with closed syllables include:
- cat
- bug
- hop
- mop
To help students identify closed syllables, have them try pronouncing the vowel sound. If it is short, then it is likely a closed syllable.
Open Syllables
An open syllable ends in a vowel and usually has a long vowel sound. Some open syllable examples are:
- go
- hi
- her
- music
You can teach students to recognize open syllables by having them prolong the vowel sound. If they can stretch it out, it is probably an open syllable.
VCe Syllables
A VCe syllable has a long vowel sound but ends in a consonant then a silent "e". Some examples are:
- cake
- time
- hope
- cute
The silent "e" at the end makes the preceding vowel long. Have students try pronouncing VCe words without the final "e" to hear the difference in the vowel sound.
Using activities with real words that demonstrate these syllable types will help students recognize and categorize different syllable patterns when decoding unfamiliar words.
Is my a closed or open syllable?
An open syllable ends in a vowel, while a closed syllable ends in a consonant. This difference affects how the vowel is pronounced.
Here is a quick way to tell if a syllable is open or closed:
-
Open syllables end in a long vowel sound. For example:
- no
- my
- we
- go
-
Closed syllables end in a consonant, which makes the vowel sound short. For example:
- nap
- kid
- bat
- hum
To help students learn open and closed syllables, have them sort words into two columns: open and closed. They can listen for the vowel sound to determine if it is long or short. Long vowel sounds indicate open syllables, while short vowel sounds indicate closed syllables.
Here is an example sort with some common one-syllable words:
| Open Syllables | Closed Syllables |
|---|---|
| we | clap |
| no | milk |
| fly | jump |
| grow | crisp |
You can also clap out syllables together, stretching out the vowel sound for open syllables. This makes it very clear to students when the syllable is open or closed.
With consistent practice sorting words and clapping out syllables, students will develop awareness of open and closed syllables. This understanding will help them as they learn to decode unfamiliar words.
How do you teach open syllables?
Teaching open syllables can seem daunting, but with a few key strategies it can be made engaging and effective.
To introduce open syllables:
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Use a reading vowel deck to teach long vowel sounds with key words. Solidify students' understanding of long vowel sounds before mentioning open syllables.
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Mix in short vowel sound cards and practice reading those as well. This shows students the contrast between long and short vowel sounds.
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Define the term "open syllable" - a syllable that ends in a long vowel sound. Provide examples of open syllable words like "go", "me", "flu".
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Have students brainstorm more open syllable words and sort real and nonsense words by open/closed syllables. This makes it interactive.
To practice open syllables:
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Sing songs and read poems packed with open syllable words. Emphasize those words.
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Play games like "Open Syllable Toss" - toss a ball back and forth saying an open syllable word each time.
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Use magnetic letters or letter tiles to build open syllable words. Have students read the words.
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Provide lots of decoding practice with words containing open syllables, in sentences and passages.
Integrating games, activities, and decoding practice makes learning open syllables engaging. Consistency is key - continually reinforce the vowel sound and syllable concept. With scaffolded, multi-sensory techniques, students will soon be reading open syllable words with ease.
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Is go a closed syllable?
The word "go" is an example of an open syllable, not a closed syllable. An open syllable ends in a long vowel sound, while a closed syllable ends in a consonant.
When breaking the word "go" into syllables, it's just one syllable:
go
The vowel sound is long, with a /ō/ sound. There is no consonant at the end of the syllable, so it's an open syllable.
Some examples of closed syllable words are:
- hop
- mop
- clap
In these words, the syllable ends with a consonant, creating a closed syllable.
So in summary:
- Open syllables: End in a long vowel sound (go, hi)
- Closed syllables: End in a consonant (hop, mop)
Knowing the difference between open and closed syllables is an important early phonics skill. Having students practice identifying syllables types in words helps build phonological awareness.
Here are some quick classroom activities for practicing open vs closed syllables:
- Sorting Activity: Have students sort word cards into open and closed syllable piles
- Body Movements: Students stand up for closed syllables and sit down for open syllables as the teacher says different words
- Draw Symbols: Students draw a straight line for closed syllables and a curve for open syllables
Integrating quick and engaging activities like these into your phonics instruction can help students grasp this key early reading concept.
Lesson Plans for Teaching Closed and Open Syllables
Introducing Closed and Open Syllables to Students
To introduce the concepts of closed and open syllables to students, start by explaining that every syllable in a word contains a vowel sound. Provide some basic open syllable examples like "go", "me", "she", and "we" - words with a vowel by itself. Then contrast with some basic closed syllable examples like "cat", "dog", "sit", and "hop" - words ending in a consonant.
Next, explain the difference:
-
Open syllables end in a long vowel sound, with the vowel at the end of the syllable. For example:
- go
- see
- hi
- no
-
Closed syllables end in a consonant, with the vowel in the middle. For example:
- clap
- milk
- jump
- help
Then have students practice identifying open and closed syllables in words you say aloud. Start simple with CVC (consonant-vowel-consonant) words, then move to more complex words. Praise students when they correctly categorize syllables.
A fun, engaging activity is to separate the class into two groups. Assign one group "open syllables" and the other "closed syllables." Say a word aloud, and have students raise their hand if it contains their assigned syllable type. This helps assess understanding in a lively way.
Interactive Activities for Syllable Practice
Some hands-on ways for students to practice working with open and closed syllables include:
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Syllable Sort: Provide students with word cards. Have them sort words into piles of open and closed syllables.
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Syllable Hopscotch: Create a hopscotch board labeling squares as "open" or "closed." Call out words and have students hop to the correct squares based on the syllable.
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Syllable Manipulatives: Use mini erasers, beads, tiles, or markers as manipulatives. Have students move them to show open and closed syllables in words.
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Syllable Worksheets: Incorporate open and closed syllable practice into worksheets and packet activities. Have students highlight, circle, or underline to identify syllable types.
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Syllable Games: Play interactive games like syllable bingo or an open and closed syllable race game. These help make learning engaging and fun.
Incorporate movement and friendly competition into syllable practice. This helps concepts stick!
Word Work Instruction Using Two Closed Syllable Words
When students understand open and closed syllables in single-syllable words, introduce two closed syllable words like "napkin", "baseball", "sunset", and "doormat."
Have students:
- Clap out and count the syllables
- Underline the two vowel sounds
- Explain why each syllable has a closed sound
Then contrast two closed syllable words with compound words featuring an open syllable, like "rainbow", "daydream", "cupcake", and "outside."
Emphasize how the first syllable has an open sound, while the second syllable has a closed sound. This develops more nuanced phonological awareness.
Use activities like word building and word ladders to reinforce two closed syllable words. Provide the first closed syllable, then have students generate real and nonsense words by adding different second syllables.
Crafting Intentional Spelling Lessons
When crafting spelling and word study lessons on closed and open syllables, be intentional in your instruction.
Group words that allow students to compare and contrast similar spelling patterns. For example, contrast how the letter "e" functions in open CVCE syllables like "cake" versus closed vowel team syllables like "toast."
Incorporate word sorts to encourage analysis and categorization of different syllable types. Have students sort vowel team, vowel-consonant-e, and vowel-r syllables.
Assign dictation exercises focused specifically on closed and open syllable words. Assess whether students can accurately encode the sounds.
Additionally, include activities like:
- Syllable deletion, addition, and substitution
- Word ladders and transformations
- Word building and word sums
- Making words with prefixes and suffixes
Targeted, purposeful lessons build mastery of closed and open syllable concepts!
Advanced Syllable Types and Their Impact on Spelling
Understanding more complex syllable types such as vowel-consonant-e, vowel teams, vowel-r, and consonant-le can further develop students' spelling proficiency. Targeted phonics instruction on these patterns builds critical foundations.
Teaching Vowel-Consonant-E Syllables
The vowel-consonant-e syllable contains a long vowel sound. For example:
- cake
- time
- note
Explicitly teach students that the final 'e' is silent and causes the preceding vowel to take its long sound. Provide multiple examples for practice. Have students identify vowel-consonant-e words and break down their sounds. Activities like flashcards and sorting games reinforce the pattern.
Integrating Vowel Team Syllables into Phonics Lessons
Vowel teams contain two vowels that work together to make one sound, like:
- feet
- boat
- toil
Make vowel teams a dedicated phonics lesson. Expose students to common vowel teams like ai, ea, oa. Blend practice cements accurate pronunciation, while sorting activities distinguish vowel team words. Apply in spelling tests and dictation.
Understanding the Role of Vowel-R Syllables
The r after a vowel modifies the vowel's sound in vowel-r syllables. For instance:
- car
- her
- fir
Demonstrate how r changes the vowel sound, sometimes drastically. Provide ample aural discrimination opportunities through games like Odd Sound Out. Dictation and spelling bees allow application.
Consonant-LE Syllables and Spelling Strategies
The consonant-le syllable ends with le. For example:
- table
- purple
- handle
Teach students the consonant-le construction. Make flashcards for high-frequency consonant-le words like little, apple, bottle. Reinforce with word sorts and spelling tests. Show how dropping the e and replacing it with y changes the sound and spelling.
Assessment and Differentiation in Syllable Instruction
Teachers can use various assessments to gauge student understanding of open and closed syllables. These assessments help identify areas where students may need additional support.
Using Assessments to Inform Instruction
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Administer pre-assessments like syllable sorting activities to evaluate students' prior knowledge. This shows where to start instruction.
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Monitor progress with formative assessments during lessons. Quick checks for understanding like thumbs up/down signals issues in real time.
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Evaluate mastery with summative assessments like decoding tests focused on multisyllabic words. This indicates longer term retention.
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Use assessment data to modify lessons. If many students struggle with vowel teams, reteach that concept before moving forward.
Differentiated Instruction for Diverse Learners
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Support visual learners with syllable pattern charts. Color code closed (red) and open (green) syllables.
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Give kinesthetic learners hands-on activities like clapping syllables. Let them manipulate letter tiles to build words.
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Pair auditory learners with a buddy to read multisyllabic words aloud. Have them record themselves reading for playback.
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Accommodate below-level students with fewer, simpler target words. Extend higher-level students with longer words and exceptions.
Monitoring Progress with Closed Syllable Exceptions
Exceptions to closed syllable patterns can be tricky. Track student issues with words like:
- pint (short i sound not matching the pattern)
- plaid (consonant l making the a long)
Target small groups to these types of words for remediation. Check again after a week to see if further teaching is needed.
Adapting Lesson Plans for Individual Needs
Modify plans to enhance or simplify as needed:
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Reduce the number of target words for struggling students.
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Substitute easier exception words like "plant" before harder ones like "plaid."
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Have advanced students highlight root words and affixes in multisyllabic words.
Careful assessment and differentiation ensures all students progress in applying open and closed syllable concepts. Start instruction at their level and scaffold support.
Conclusion: Mastery of Closed and Open Syllables
Mastering closed and open syllables is a critical foundation for reading and spelling success. Students who have a solid grasp of syllable types are better equipped to decode unfamiliar words and apply spelling rules. As educators, we must continue to build students' phonics skills to set them up for achievement.
Reflecting on the Journey of Syllable Instruction
Let's take time to reflect on what's working well and what can be improved in our syllable instruction. Are students showing mastery on assessments? Where might they need more practice or alternative teaching methods? Responding thoughtfully to these questions will help us better support students.
Preparing for Advanced Phonics Concepts
Once students have developed proficiency with closed and open syllables, they will be ready to tackle more complex phonics concepts like vowel teams, vowel-r syllables, and consonant-le syllables. We can prepare them for success by continually reinforcing their current knowledge and scaffolding new learning.
The Continuous Cycle of Assessing and Teaching
Effective literacy instruction requires us to frequently monitor students' progress through assessment and adjust our teaching accordingly. Rather than viewing phonics as a linear sequence, we must recognize it as an iterative process. Maintaining this cycle empowers us to provide responsive, differentiated support.
