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Decoding Longer Words. Structural Analysis VCV Pattern. California Standards:. R1.2 Decode multisyllabic words R 1.6 Use context to figure out new words. Objectives. Students will: divide words with a v owel- c onsonant- v owel pattern into syllables learn academic language: VCV pattern.

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Decoding Longer Words

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Decoding Longer Words

Structural Analysis

VCV Pattern


California Standards:

  • R1.2 Decode multisyllabic words

  • R 1.6 Use context to figure out new words


Objectives

Students will:

  • divide words with a vowel-consonant-vowel pattern into syllables

  • learn academic language: VCVpattern


VCV Pattern

  • We can often figure out how to pronounce a word by looking at the pattern of vowels and consonants.

  • Words with a VCV pattern usually divide before the consonant. This causes the first syllable to have a long vowel sound ( The vowel says its name.).


VCV

VCV

VCV

  • When a syllable ends in a vowel, it usually has the long vowel sound

  • Examples:

    beganpapermaker

be/ganpa/perma/ker


/

Think aloud:

moment

v-c-v

When I look at this word I see the VCV pattern o-m-e.

I’ll try dividing the word between the first vowel and the consonant and pronouncing the o with a long vowel sound.

The word might sound like /moh–ment/.

That sounds right. I know that a moment is a word that I have heard that means just a short bit of time.


v-c-v

VCV Pattern

  • Many VCV words divide after the consonant, so the first syllable has a short vowel sound.

/

cover


Let’s look at a few more words:

visit

/

/

v-c-v

Try dividing the word after the vowel.

That would give the first i a long sound, like /eye/

which doesn’t sound like a word I know .

Next, try dividing it after the s.

That would give the first i a short sound.

That does sound like a word I know! / viz-it/


Let’s look at one more word:

before

/

v-c-v

Try dividing the word after the vowel.

That would give the first e a long sound

which sounds like a word I know.


Take out your whiteboards.

Copy the underlined words.

  • The cafeteria opens at eleven-thirty.

  • I need a topic for my report.

  • I spied a thin, white figure drifting into the room.

  • My grandma’s vision isn’t very good.

Work with a partner to divide the words into syllables, decode the words, and give their meanings.


Take out your purple practice book. Turn to page 146

  • Write the word from the box that belongs in each group.

    (Notice that each word in the box follows the VCV pattern.)

  • As you use each word, cross it off.

  • Draw a line between the syllables as we did in the lesson we just completed.

  • If you come to one that you don’t know, skip it and come back to it later.


sec/ond

be/low

shiv/er

fro/zen

clev/er

wri/ter

si/ren

cov/er

fe/male

fin/ish


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