There are 6 syllable divisions students should know. Before we get to the different types, let’s talk about why students should be able to identify these.
The truth is not all students NEED to know the different syllable divisions. I consider myself a very proficient reader and writer and do not recall ever being explicitly taught the different syllable divisions until I attended an Orton Gillingham training.
Understanding how to divide words into syllables helps students when they come across unfamiliar multisyllabic words. Knowing these strategies gives students the tools to properly decode ANY word! These rules are essential for dyslexic learners, but are valuable for all.
One of the most basic, but powerful, rules for students to remember is every syllable MUST have a vowel. Remembering this initial rule will help students as they start spelling more complicated words.
We are going to discuss 6 different syllable divisions. Each syllable division has been given an animal name, which aligns with the Orton Gillingham training I received. The animal name follows the syllable division rule, which makes it easy for students to remember.
1. VC.CV / Rabbit Rule
Out of the six syllable divisions, the VC.CV syllable division is one of the easiest to teach and therefore is typically introduced first. It stands for vowel-consonant-consonant-vowel. This rule states that if two consonants are between two vowels, you divide the word between the consonants.
Examples:
1. rabbit: There are two consonants (b and b) between two vowels (a and i), so we will divide the word between the consonants. The first syllable is rab and the second syllable is bit: rab/bit
2. muffin: There are two consonants (f and f) between two vowels (u and i), so we will divide the word between the consonants. The first syllable is muf and the second syllable is fin: muf/fin
3. tadpole: There are two consonants (d and p) between two vowels (a and o), so we will divide the word between the consonants. The first syllable is tad and the second syllable is pole: tad/ple
You can find more details about this syllable division and how to teach it HERE.
2. V.CV / Tiger Rule
The next two syllables should be taught together (tiger and camel). Both divisions include a VCV (vowel-consonsant-vowel) pattern.
For tiger, students will divide the word after the first vowel to make an open syllable.
Examples:
1. tiger: There is one consonant (g) between two vowels (i and e), so we will divide the word after the vowel to make an open syllable. The first syllable is ti and the second syllable is ger: ti/ger
2. remote: There is one consonant (m) between two vowels (e and o), so we will divide the word after the vowel to make an open syllable. The first syllable is re and the second syllable is mote: re/mote
3. hotel: There is one consonant (t) between two vowels (o and e), so we will divide the word after the vowel to make an open syllable. The first syllable is ho and the second syllable is tel: ho/tel
3. VC.V / Camel Rule
As previously stated, this syllable division also includes a VCV (vowel-consonsant-vowel) pattern and should be taught in conjunction with the tiger rule.
For camel, students will divide the word after the consonant to make a closed syllable.
Students should always be taught to try the tiger rule first. I like to ask my students “which animal is stronger: a tiger or a camel?” They think it is a funny question and always quickly say “tiger!” I tell them this is why they must try the tiger rule first; the tiger usually wins! 75% of the time a VCV word will divide after the first vowel, making it a tiger word.
Examples:
1. camel: There is one consonant (m) between two vowels (a and e). First we try dividing the word after the first vowel. This would leave me with my first syllable being “ca” and my second syllable being “mel.” I know ca-mel is not a word, so I would then try dividing after the consonant. This leads me to my first syllable being cam and second syllable being el. Cam-el is a word I know: cam/el
2. panic: There is one consonant (n) between two vowels (a and i). First we try dividing the word after the first vowel. This would leave me with my first syllable being “pa” and my second syllable being “nic.” I know pa-nic is not a word, so I would then try dividing after the consonant. This leads me to my first syllable being pan and second syllable being ic. Pan-ic is a word I know: pan/ic
3. robin: There is one consonant (n) between two vowels (o and i). First we try dividing the word after the first vowel. This would leave me with my first syllable being “ro” and my second syllable being “bin.” I know ro-bin is not a word, so I would then try dividing after the consonant. This leads me to my first syllable being rob and second syllable being in. Rob-in is a word I know: rob/in
4. VCCCV / Panther Rule
The VCCCV syllable division can be a bit more challenging for kids. Typically, we will divide words with three consonants between two vowels after the first consonant. Students should be taught to always keep blends and digraphs together, which will occasionally mean the word is divided after the second consonant (like in pumpkin and athlete).
Examples:
1. panther: There are three consonants (n, t, and h) between two vowels (a and e). I know “th” is a digraph, so I have to keep those letters together. This means I will divide after the first consonant. The first syllable is pan and the second syllable is ther: pan/ther
2. subtract: There are three consonants (b, t, and r) between two vowels (u and ). I know most of the time I will divide after the first consonant. The first syllable is sub and the second syllable is tract: sub/tract
3. athlete: There are three consonants (t, h, and l) between two vowels (a and e). I know “th” is a digraph, so I have to keep those letters together. This means I will divide after the second consonant. The first syllable is ath and the second syllable is lete: ath/lete
5. CLE / Turtle Rule
We know C.le (consonant “le”) is one of our six syllable types, but it can also be used with syllable division. For this rule, we teacher students that if a word ends in consonant “le,” we count back three letters then divide the word into two syllables.
Examples:
1. turtle: The word ends in a consonant (t) le. I count back 3 and divide the word before the consonant. The first syllable is tur and the second syllable is tle: tur/tle
2. apple: The word ends in a consonant (p) le. I count back 3 and divide the word before the consonant. The first syllable is ap and the second syllable is ple: ap/ple
3. giggle: The word ends in a consonant (g) le. I count back 3 and divide the word before the consonant. The first syllable is gig and the second syllable is gle: gig/gle
6. V.V / Lion Rule
The V.V syllable division (or sometimes called CV.VC) is not often taught, because there are few words that will follow this pattern. When students see two vowels next to each other that do NOT form a vowel team, the word should be divided between the vowels.
Examples:
1. lion: There are two vowels (i and o) and they do not form a vowel team, so we will divide between the vowels. The first syllable is li and the second syllable is on: li/on
2. giant: There are two vowels (i and a) and they do not form a vowel team, so we will divide between the vowels. The first syllable is gi and the second syllable is ant: gi/ant
3. ruin: There are two vowels (u and i) and they do not form a vowel team, so we will divide between the vowels. The first syllable is ru and the second syllable is in: ru/in
Teaching syllable divisions explicitly is crucial for helping students decode multi-syllablic words. It sets students up for success years to come. You can download my syllable division posters HERE.
