S I PP S
Systematic Instruction in Phoneme Awareness, Phonics, and Sight Words
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Polysyllabic Words Supplement
Begin instruction in polysyllabic words in Extension Lesson 17. Teach this strand immediately after
Read a Mixed List (before Sight Words).
rationaLe
Beginning in Lesson 24, your students will transition into easy-to-read trade books. They
will encounter words that have more than one syllable as they read for fluency practice. Most
polysyllabic words cannot be decoded using only strategies for single-syllable words. Readers
need to identify syllables (as in un•der•stand and sim•ple) and morphemic units (as in jump•ing and
un•hurt). In Extension lessons 17 through 40, the students will learn some strategies for reading
polysyllabic words and will decode common polysyllabic patterns. SIPPS Challenge provides
more extensive instruction in polysyllabic decoding and spelling.
DesCriPtion
First the students identify the number of vowel sounds and syllables in a word. Then they
read polysyllabic words. Finally they practice strategies for dividing two common types of
polysyllabic words, consonant-l-e and consonant-vowel-vowel-consonant (CVVC) words,
into syllables. A chart of common consonant-l-e syllables can be found on page 42.
Several patterns of polysyllabic words are included:
• Words with syllables divided between consonants, for example, insect and silver
• Compound words (words made up of two single-syllable words), for example,
bathtub and sailboat
• Single-syllable base words with inflections, for example, matches and barking
• Single-syllable words with common prefixes and suffixes, for example, unlock
and swimmer
• Entire words that are not pronounced the same as the individual syllables. For
example, hammer is not pronounced ham-mer.
• Words ending with a consonant-l-e syllable, for example, candle and sparkle
• Some three-syllable words, for example, unpacking and different
1
Lesson 17 (Supplement)
SIPPS® Extension
Polysyllabic Words
BaCKGrounD
Most syllables have one vowel sound, although the sound may be
spelled with more than one letter. For example, the second syllable
of inside has one vowel sound (/ı̄/) but two vowel letters (i and e). In
Lessons 17 and 18, you guide the students in counting vowel sounds
and syllables in written words.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
PreParation
Write the five words on the board before the lesson. Do not leave space
between the syllables. Place a dot between the syllables.
A – him•self, cup•cake, un•pack•ing, in•clude, es•cape
B – sun•set, in•side, sun•shine, pan•cake, un•lock•ing
instruCtion
You: “Beginning today you will learn how to read some bigger words that
have more than one part. We call these parts syllables. Listen first. I will say a
word and tell you the syllables:
• forget has two syllables, for-get
• number has two syllables, num-ber
• understand has three syllables, un-der-stand
• bowling has two syllables, bowl-ing
• basketball has three syllables: bas-ket-ball.
Most syllables have a vowel sound. We will count the vowel sounds and
syllables in each word.”
Point to himself.
himself
Frame him with your hands.
him
•
You: “himself”
You: “The first syllable is him.
How many vowel sounds are
in this syllable?”
Students: “one”
Lesson 17 (Supplement): Polysyllabic Words
2
SIPPS® Extension
self
Frame self.
You: “The next syllable is self.
How many vowel sounds are
in this syllable?”
Students: “one”
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Point to the left of the word.
Sweep your hand under the word
to cue the choral response.
himself
•
You: “How many vowel sounds
are in the whole word?”
himself
Students: “two”
•
You: “How many syllables are
in the whole word?”
Students: “two”
Point to cupcake.
Frame cup.
cupcake
•
cup
You: “cupcake”
You: “How many vowel sounds
are in this syllable?”
Students: “one”
Frame cake.
cake
You: “How many vowel sounds
are in this syllable?”
Students: “one”
(If the students answer “two,” remind
them that cake has a long-a spelling; e
does not have a sound.)
Lesson 17 (Supplement): Polysyllabic Words
3
SIPPS® Extension
Point to the left of the word.
Sweep your hand under the word
to cue the choral response.
cupcake
•
cupcake
•
You: “How many vowel sounds
are in the whole word?”
Students: “two”
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
You: “How many syllables are
in the whole word?”
Students: “two”
Point to unpacking.
Frame un.
unpack ing
•
You: “unpacking”
•
un
You: “How many vowel sounds
are in this syllable?”
Students: “one”
Frame pack.
pack
You: “How many vowel sounds
are in this syllable?”
Students: “one”
Frame ing.
ing
You: “How many vowel sounds
are in this syllable?”
Students: “one”
Lesson 17 (Supplement): Polysyllabic Words
4
SIPPS® Extension
Point to the left of the word.
Sweep your hand under the word to cue
the choral response.
unpack ing
•
•
unpack ing
•
•
You: “How many vowel sounds
are in the whole word?”
Students: “three”
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
You: “How many syllables are
in the whole word?”
Students: “three”
Continue with the routine for include
and escape.
Lesson 17 (Supplement): Polysyllabic Words
5
Lesson 18 (Supplement)
SIPPS® Extension
Polysyllabic Words
PreParation
Write the five words on the board before the lesson. Place a dot between
the syllables in each word. Do not leave a space between the syllables.
A – speak•ing, feed•ing, zig•zag, un•lock•ing, camp•ing
B – un•pack•ing, leak•ing, in•vent, sleep•ing, brush•ing
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
instruCtion
Point to speaking.
Frame speak.
speak ing
speak
You: “How many vowel sounds
are in this syllable?”
(If the students answer “two,” remind
them that ea has one sound.)
Frame ing.
You: “speaking”
•
Students: “one”
ing
You: “How many vowel sounds
are in this syllable?”
Students: “one”
Point to the left of the word.
Sweep your hand under the word
to cue the choral response.
speak ing
•
speak ing
You: “How many vowel sounds
are in the whole word?”
Students: “two”
•
You: “How many syllables are
in the whole word?”
Students: “two”
Continue with this routine through the
remaining four words.
Lesson 18 (Supplement): Polysyllabic Words
6
Lesson 19 (Supplement)
SIPPS® Extension
Polysyllabic Words

Reading by Syllables “Read (the first syllable).” “Read (the next syllable).” “Read (the word).”
BaCKGrounD
Beginning in this lesson, the students no longer count vowel sounds and
syllables. With your guidance, they will read words of more than one syllable.
PreParation
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Write the five words on the board before the lesson. Place a dot between
the syllables in each word. Do not leave a space between the syllables.
A – ask•ing, six•teen, chap•ter, zig•zag, non•stop
B – thun•der, lift•ing, dis•like, pic•nic, bath•tub
introDuCtion
You: “Today you will read
words that have more than
one syllable.”
Point to ask•ing.
ask ing
•
You: “The dot shows the end
of the first syllable. First you
will read each syllable. Then
you will read the whole word.”
instruCtion (using asking as an example)
You: “Read the first syllable.”
Sweep your hand under ask to cue the
choral response. Stop at the dot.
Lesson 19 (Supplement): Polysyllabic Words
ask ing
•
Students: “ask”
7
SIPPS® Extension
Sweep your hand under ing to cue the
choral response.
ask ing
•
You: “Read the next syllable.”
Students: “ing”
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Point to the left of the word.
Sweep your hand under the word to cue
the choral response.
ask ing
You: “Read the word.”
•
ask ing
•
Students: “asking”
Read the remaining words using this
routine.
CorreCtions
If the students misread an individual syllable, use the correction that you
would use on the mixed list.
If the students misread the entire word, pronounce it for them correctly
and have them read it again.
Lesson 19 (Supplement): Polysyllabic Words
8
Lesson 20 (Supplement)
SIPPS® Extension
Polysyllabic Words

Reading by Syllables
“Read (the first syllable).”“Read (the next syllable).”“Read (the word).”
A – care•less, fix•es, fish•er•man, in•deed, her•self
B – mix•es, cof•fee, help•less, fur•ther, pig•pen
PreParation
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Write the five words on the board before the lesson. Insert a dot between
the syllables.
instruCtion (using careless as an example)
Point to the left of care.
Sweep your hand under care to cue the
choral response. Stop at the dot.
Sweep your hand under less to cue the
choral response.
care less
•
care less
•
care less
•
You: “Read the first syllable.”
Students: “care”
You: “Read the next syllable.”
Students: “less”
Point to the left of the word.
Sweep your hand under the word to cue
the choral response.
Lesson 20 (Supplement): Polysyllabic Words
care less
•
care less
•
You: “Read the word.”
Students: “careless”
9
SIPPS® Extension
Corrections
If the students misread an individual syllable, use the correction that you
would use for a mixed list.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 20 (Supplement): Polysyllabic Words 10 Lesson 21 (Supplement)
SIPPS® Extension
Polysyllabic Words

Reading by Syllables
“Read (the first syllable).” “Read (the next syllable).” “Read (the word).”
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
BaCKGrounD
In this activity, you have been guiding the students to pronounce the
individual syllables and then read the whole word. However, in spoken
English, a word may be pronounced somewhat differently from the string
of individual syllables. For example, we read the syllables of letter as let
and ter, but we do not pronounce both t’s in the entire word; we do not
say let-ter. Beginning in this lesson, words of this type are included. If
your students mispronounce the entire word after reading the syllables
correctly, pronounce it for them and have them read it again.
PreParation
Write the five words on the board before the lesson. Place a dot between
the syllables. Do not leave a space between the syllables.
A – sum•mer, mis•treat, lad•der, print•ed, barn•yard
B – with•in, mis•spell, din•ner, plant•ed, sup•per
instruCtion
Point to sum•mer.
summer
Point to the left of sum.
summer
Lesson 21 (Supplement): Polysyllabic Words
•
•
You: “The syllables of this word
are sum-mer. But when we
read or say the word, we do
not say sum-mer. You only hear
the sound of m one time. We
say summer. Sometimes the
whole word doesn’t sound the
way the syllables are spelled.”
You: “Read the first syllable.”
11
SIPPS® Extension
Sweep your hand under sum to cue the
choral response. Stop at the dot.
Sweep your hand under mer to cue the
choral response.
summer
Students: “sum”
•
summer
•
You: “Read the next syllable.”
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Students: “mer”
Point to the left of the word.
Sweep your hand under the word to cue
the choral response.
summer
•
You: “Read the word.”
summer
•
Students: “summer”
CorreCtions
If the students misread an individual syllable, use the correction that you
would use on the mixed list.
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 21 (Supplement): Polysyllabic Words
12
Lesson 22 (Supplement)
SIPPS® Extension
Polysyllabic Words

Reading by Syllables “Read (the first syllable).” “Read (the next syllable).” “Read (the word).”
Preparation
Write the five words on the board before the lesson. Place a dot between
the syllables. Do not leave a space between the syllables.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
A – but•ter, dis•cuss•ing, cheap•er, en•tire, bed•time
B – hard•er, day•dream, ham•mer, bark•ing, mem•ber
Instruction
Frame each syllable for the students to read and then have them read the
entire word.
Corrections
If the students misread an individual syllable, use the correction that you
would use on the mixed list.
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 22 (Supplement): Polysyllabic Words 13 Lesson 23 (Supplement)
SIPPS® Extension
Polysyllabic Words

Reading by Syllables “Read (the first syllable).” “Read (the next syllable).” “Read (the word).”
A – ex•press, ex•pect•ing, harm•less, wheel•chair, ex•plain
B – end•less, far•ther, feed•ing, lit•ter, air•port
Corrections
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
If the students misread an individual syllable, use the correction that you
would use on the mixed list.
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 23 (Supplement): Polysyllabic Words 14 SIPPS® Extension
Polysyllabic Words

Reading by Syllables “Read (the first syllable).”“Read (the next syllable).”“Read (the word).”
A – trust•ed, stair•way, mon•ster, un•der•stand, paint•er
B – farm•er, pat•ted, part•ner, for•get, free•way
Corrections
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
If the students misread an individual syllable, use the correction that you
would use on the mixed list.
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 24 (Supplement): Polysyllabic Words 15 Lesson 25 (Supplement)
SIPPS® Extension
Polysyllabic Words

Reading by Syllables “Read (the first syllable).”“Read (the next syllable).”“Read (the word).”
A – down•stairs, peach•es, sur•prise, dif•fer•ent, dark•ness
B – gar•den, sick•ness, brush•es, mer•maid, hair•brush
Corrections
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
If the students misread an individual syllable, use the correction that you
would use on the mixed list.
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 25 (Supplement): Polysyllabic Words 16 Lesson 26 (Supplement)
SIPPS® Extension
Polysyllabic Words

Reading Consonant-l-e Syllables
[1] “Which consonant-l-e syllable do you see at the end?”
(Place a dot.) [2] “Read (the first syllable).” [3] “Read (the next syllable).” [4] “Read (the whole word).”
BaCKGrounD
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Many common words end with a syllable of consonant-l-e, for example,
little, candle, wiggle, apple, and marble. A consonant-l-e syllable has a vowel
letter (e), but that vowel has no sound. It is silent.
In Lessons 26–31, the students will read the most common consonant-l-e
syllables: -tle, -dle, -ble, -gle, and -ple. These syllables will also be taught
and reviewed in future lessons. You may wish to make cards for each of
these as it is introduced and include them in your daily phonics review.
PreParation
Post the Consonant-l-e Syllables chart if you have not already done so.
The chart appears as page 42 at the end of this packet.
Write the five words on the board before the lesson, as shown below. Do
not leave spaces between the syllables or indicate syllable breaks. From
this lesson through Lesson 40 you will place the dot between syllables
during instruction, not before.
A – little, bottle, settle, rattle, beetle
B – battle, settle, cattle, turtle, bottle
introDuCtion
Point to little.
little
Place a dot between the t’s.
little
Lesson 26 (Supplement): Polysyllabic Words
•
You: “You know this sight word:
little. Here are the syllables: lit-tle.”
You: “The last syllable is -tle.
The syllable -tle is a consonant-l-e
syllable.”
17
SIPPS® Extension
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Point to -tle on the Consonant-l-e
Syllables chart.
Consonant-l-e
Syllables
-tle
-dle
-ble
-gle
-ple
You: “This is -tle on our chart of
consonant-l-e syllables.”
Have the students read, spell, read,
spell, and read -tle.
instruCtion
Point to bottle.
bottle
You: “Which consonant-l-e
syllable do you see at the end?”
Students: “-tle”
Place a dot between the t’s.
bottle
Point to the left of bot.
bottle
Sweep your hand under bot to cue the
choral response. Stop at the dot.
Lesson 26 (Supplement): Polysyllabic Words
•
•
bottle
You: “A consonant-l-e syllable
at the end helps you see the
first syllable.”
You: “Read.”
Students: “bot”
•
18
SIPPS® Extension
Sweep your hand under tle to cue the
choral response.
bottle
•
You: “Read.”
Students: “tle”
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Point to the left of the word.
Sweep your hand under the word to cue
the choral response.
bottle
•
You: “Read.”
bottle
•
Students: “bottle”
Have the students read the three
remaining words using the same routine.
CorreCtions
If the students cannot locate the consonant-l-e syllable in the word, point
to the syllable on the chart. Have them spell the syllable.
If the students misread a consonant-l-e syllable, tell it to them and have
them read it again.
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 26 (Supplement): Polysyllabic Words
19
Lesson 27 (Supplement)
SIPPS® Extension
Polysyllabic Words

Reading Consonant-l-e Syllables
[1] “Which consonant-l-e syllable do you see at the end?”
(Place a dot.) [2] “Read (the first syllable).” [3] “Read (the next syllable).” [4] “Read (the whole word).”
PreParation
Write the five words on the board before the lesson. Do not leave spaces
between the syllables or indicate syllable breaks.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
A – handle, middle, needle, cattle, turtle
B – puddle, saddle, candle, beetle, rattle
introDuCtion
Point to handle.
handle
Place a dot between n and d.
handle
Point to -dle on the Consonant-l-e
Syllables chart.
You: “This word is handle. Here
are the syllables: han-dle.”
You: “The last syllable is -dle.
The syllable -dle is a
consonant-l-e syllable.”
•
Consonant-l-e
Syllables
-tle
-dle
-ble
You: “This is -dle on our chart
of consonant-l-e syllables.”
-gle
-ple
Have the students read, spell, read,
spell, and read -dle.
Lesson 27 (Supplement): Polysyllabic Words
20
SIPPS® Extension
instruCtion
Point to middle.
middle
You: “Which consonant-l-e
syllable do you see at the end?”
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Students: “-dle”
Place a dot between the d’s.
middle
Point to the left of mid.
middle
Sweep your hand under mid to cue the
choral response. Stop at the dot.
Sweep your hand under dle to cue the
choral response.
•
•
You: “A consonant-l-e syllable
at the end helps you see the
first syllable.”
You: “Read.”
middle
Students: “mid”
•
middle
•
You: “Read.”
Students: “dle”
Point to the left of the word.
Sweep your hand under the word to cue
the choral response.
middle
•
middle
•
You: “Read.”
Students: “middle”
Have the students read the three
remaining words using the same routine.
Lesson 27 (Supplement): Polysyllabic Words
21
SIPPS® Extension
Corrections
If the students cannot locate the consonant-l-e syllable in the word, point
to the syllable on the chart. Have them spell the syllable.
If the students misread a consonant-l-e syllable, tell it to them and have
them read it again.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 27 (Supplement): Polysyllabic Words 22 Lesson 28 (Supplement)
SIPPS® Extension
Polysyllabic Words

Reading Consonant-l-e Syllables
[1] “Which consonant-l-e syllable do you see at the end?”
(Place a dot.) [2] “Read (the first syllable).” [3] “Read (the next syllable).” [4] “Read (the whole word).”
PreParation
Write the five words on the board before the lesson. Do not leave spaces
between the syllables or indicate syllable breaks.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
A – marble, nibble, wobble, cuddle, shuttle
B – pebble, gobble, bubble, riddle, settle
introDuCtion
Point to marble.
marble
Place a dot between r and b.
marble
Point to -ble on the Consonant-l-e
Syllables chart.
You: “This word is marble. Here
are the syllables: mar-ble.”
You: “The last syllable is -ble.
The syllable -ble is a
consonant-l-e syllable.”
•
Consonant-l-e
Syllables
-tle
-dle
-ble
You: “This is -ble on our chart
of consonant-l-e syllables.”
-gle
-ple
Have the students read, spell, read,
spell, and read -ble.
Lesson 28 (Supplement): Polysyllabic Words
23
SIPPS® Extension
Instruction
Now use the routine for reading consonant-l-e syllables for the remaining
words on the list. Ask: “Which consonant-l-e syllable do you see at the
end?” Place a dot between the syllables. Have the students read each
syllable and then the entire word.
Corrections
If the students cannot locate the consonant-l-e syllable in the word, point
to the syllable on the chart. Have them spell the syllable.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
If the students misread a consonant-l-e syllable, tell it to them and have
them read it again.
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 28 (Supplement): Polysyllabic Words 24 Lesson 29 (Supplement)
SIPPS® Extension
Polysyllabic Words

Reading Consonant-l-e Syllables
[1] “Which consonant-l-e syllable do you see at the end?”
(Place a dot.) [2] “Read (the first syllable).” [3] “Read (the next syllable).” [4] “Read (the whole word).”
PreParation
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Write the five words on the board before the lesson. Do not leave spaces
between the syllables or indicate syllable breaks.
A – wiggle, juggle, snuggle, riddle, stumble
B – giggle, snuggle, wiggle, needle, marble
introDuCtion
Point to wiggle.
wiggle
Place a dot between the g’s.
wig gle
Point to -gle on the Consonant-l-e
Syllables chart.
You: “This word is wiggle. Here
are the syllables: wig-gle.”
You: “The last syllable is -gle.
The syllable -gle is a
consonant-l-e syllable.”
•
Consonant-l-e
Syllables
-tle
-dle
-ble
You: “This is -gle on our chart
of consonant-l-e syllables.”
-gle
-ple
Have the students read, spell, read,
spell, and read -gle.
Lesson 29 (Supplement): Polysyllabic Words
25
SIPPS® Extension
Instruction
Now use the routine for reading consonant-l-e syllables to read the
remaining words on the list. Ask: “Which consonant-l-e syllable do you
see at the end?” Place a dot between the syllables. Have the students read
each syllable and then the entire word.
Corrections
If the students cannot locate the consonant-l-e syllable in the word, point
to the syllable on the chart. Have them spell the syllable.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
If the students misread a consonant-l-e syllable, tell it to them and have
them read it again.
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 29 (Supplement): Polysyllabic Words 26 Lesson 30 (Supplement)
SIPPS® Extension
Polysyllabic Words

Reading Consonant-l-e Syllables
[1] “Which consonant-l-e syllable do you see at the end?”
(Place a dot.) [2] “Read (the first syllable).” [3] “Read (the next syllable).” [4] “Read (the whole word).”
PreParation
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Write the five words on the board before the lesson. Do not leave spaces
between the syllables or indicate syllable breaks.
A – purple, apple, simple, giggle, bubble
B – simple, purple, apple, juggle, stumble
You may want to show your students examples of other consonant-l-e
syllables, as in puzzle, uncle, raffle, and sparkle.
introDuCtion
Point to purple.
purple
Place a dot between r and p.
purple
Point to -ple on the Consonant-l-e
Syllables chart.
You: “This word is purple. Here
are the syllables: pur-ple.”
You: “The last syllable is -ple.
The syllable -ple is a
consonant-l-e syllable.”
•
Consonant-l-e
Syllables
-tle
-dle
-ble
You: “This is -ple on our chart
of consonant-l-e syllables.”
-gle
-ple
Have the students read, spell, read,
spell, and read -ple.
Lesson 30 (Supplement): Polysyllabic Words
27
SIPPS® Extension
Instruction
Now use the routine for reading consonant-l-e syllables for the remaining
words on the list: Ask: “Which consonant-l-e syllable do you see at the
end?” Place a dot between the syllables. Have the students read each
syllable and then the entire word.
Corrections
If the students cannot locate the consonant-l-e syllable in the word, point
to the syllable on the chart. Have them spell the syllable.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
If the students misread a consonant-l-e syllable, tell it to them and have
them read it again.
If the students misread the entire word, pronounce it for them correctly
and have them read it again.
Lesson 30 (Supplement): Polysyllabic Words 28 Lesson 31 (Supplement)
SIPPS® Extension
Polysyllabic Words
BaCKGrounD
In this lesson, the students will read the five consonant-l-e words
independently. However, if your students need more guided experience,
continue providing the support you did in Lessons 26–30 instead of having
them read the words on their own.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
PreParation
Write the five words on the board before the lesson. Do not leave spaces
between the syllables or indicate syllable breaks.
A – simple, turtle, gobble, middle, wiggle
B – bottle, purple, wiggle, handle, marble
introDuCtion
You: “Today you will read
these words on your own.
First I will point to the word.
You will silently read the
syllables and the word. When
I say ‘Read,’ you will read the
word out loud.”
instruCtion
Point to simple and pause for 5 seconds.
simple
You: “Read.”
Students: “simple”
CorreCtion
If the students misread a word, have them read the syllables and then the
word, as in the previous lessons.
Lesson 31 (Supplement): Polysyllabic Words
29
Lesson 32 (Supplement)
SIPPS® Extension
Polysyllabic Words

Dividing Between Two Consonants
BaCKGrounD
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Many words are divided into syllables between two consonants when the
two consonants are between two vowels, for example, win•ter, in•sect, and
run•ner. In Lessons 32 and 33 you will show the students how to divide
words into syllables by identifying two consonants between two vowels.
In Lessons 34–40 the students will divide words with the VCCV pattern,
read the syllables, and read the word.
PreParation
Write the five words on the board before the lesson. Do not leave spaces
between the syllables or indicate syllable breaks.
A – number, public, thinnest, forget, bedtime
B – hottest, unless, sunrise, winter, basket
instruCtion
c v c c vc
Point to number.
number
You: “You know one way of
finding the syllables by
looking for a consonant-l-e
syllable at the end. I will show
you another way to find the
syllables in words. First we will
look for the vowels and
consonants. I will write ‘v’ or ‘c’
above each one. u is a vowel.
m is a consonant. b is a
consonant. e is a vowel.”
c v c c vc
Point to u and e.
number
You: “We see two vowels.”
c v c c vc
Point to m and b.
Lesson 32 (Supplement): Polysyllabic Words
number
You: “We see two consonants
between the two vowels. I will
put a dot between the two
consonants to show where to
break the word.”
30
SIPPS® Extension
c v c c vc
Place a dot between m and b.
number
•
You: “This is called dividing the
word into syllables.”
Have the student read the syllables and
then the word.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Use this same introductory routine with
the remaining four words.
CorreCtions
If the students misread an individual syllable, use the correction that you
would use on the mixed list.
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 32 (Supplement): Polysyllabic Words
31
Lesson 33 (Supplement)
SIPPS® Extension
Polysyllabic Words

Dividing Between Two Consonants
PreParation
Write the five words on the board before the lesson. Do not leave spaces
between the syllables or indicate syllable breaks.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
A – winter, insult, better, herself, insect
B – popcorn, runner, letter, traffic, plastic
instruCtion
c vc c v c
Point to winter.
winter
You: “You know one way of
finding the syllables, by
looking for a consonant-l-e
syllable at the end. I will show
you another way to find the
syllables in words. First we will
look for the vowels and
consonants. I will write ‘v’ or ‘c’
above each one. i is a vowel.
n is a consonant. t is a
consonant. e is a vowel.”
c vc c v c
Point to i and e.
winter
You: “We see two vowels.”
c vc c v c
Point to n and t.
winter
You: “We see two consonants
between the two vowels. I will
put a dot between the two
consonants to show where to
break the word.”
c vc c v c
Place a dot between n and t.
Lesson 33 (Supplement): Polysyllabic Words
winter
•
You: “This is called dividing the
word into syllables.”
32
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
SIPPS® Extension
he student read the syllables and
e word.
s same routine with the remaining
rds.
udents misread an individual syllable, use the correction that you
use on the mixed list.
nts misread the entire word, pronounce it for them correctly and
em read it again.
Lesson 33 (Supplement): Polysyllabic Words 33 Lesson 34 (Supplement)
SIPPS® Extension
Polysyllabic Words

Reading VCCV Words
[1] (Point to the vowels.) “How many consonants are between the two vowels?”
[2] “Where do we divide?” (Place a dot.) [3] (Have the students read the syllables and then the word.)
BaCKGrounD
In Lessons 34–40, the students will divide words with the VCCV pattern,
read the syllables, and then read the word.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
PreParation
Write the five words on the board before the lesson. Do not leave spaces
between the syllables or indicate syllable breaks.
A – fitness, sunlight, candy, perhaps, doctor
B – chapter, fifty, corner, goodness, mailbox
instruCtion
Point to i and e in fitness.
fitness
You: “We see two vowels.
How many consonants are
between the two vowels?”
Students: “two”
You: “Where do we divide?”
Students: “between the consonants”
Place a dot between t and n.
fitness
•
Have the students read the syllables
and then the word.
Use this routine with the remaining
four words.
Lesson 34 (Supplement): Polysyllabic Words
34
SIPPS® Extension
Corrections
If the students misread an individual syllable, use the correction that you
would use on the mixed list.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 34 (Supplement): Polysyllabic Words 35 Lesson 35 (Supplement)
SIPPS® Extension
Polysyllabic Words

Reading VCCV Words
[1] (Point to the vowels.) “How many consonants are between the two vowels?”
[2] “Where do we divide?” (Place a dot.) [3] (Have the students read the syllables and then the word.)
Students have been reading long words that end with y in the mixed lists.
In this lesson, they will read such words using a polysyllabic strategy.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
A – hurry, unfair, sunburn, suppose, correct
B – enter, funny, matter, airport, unfed
instruCtion
Point to u and y in hurry.
hurry
You: “The letter y at the end of
a word is a vowel. We see two
vowels. How many consonants
are between the two vowels?”
Students: “two”
You: “Where do we divide?”
Students: “between the consonants”
Place a dot between the two r’s. Have
the students read the syllables and then
the word.
hurry
•
CorreCtions
If the students misread an individual syllable, use the correction that you
would use on the mixed list.
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 35 (Supplement): Polysyllabic Words
36
Lesson 36 (Supplement)
SIPPS® Extension
Polysyllabic Words
n
Reading VCCV Words [1] (Point to the vowels.) “How many consonants are between the two vowels?”
[2] “Where do we divide?” (Place a dot.) [3] (Have the students read the syllables and then the word.)
A – haircut, master, unhurt, ugly, basketball
B – unlock, sailboat, party, sister, afternoon
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Basketball and afternoon are three-syllable words. Guide the students
through both syllable divisions.
Corrections
If the students misread an individual syllable, use the correction that you
would use on the mixed list.
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 36 (Supplement): Polysyllabic Words 37 Lesson 37 (Supplement)
SIPPS® Extension
Polysyllabic Words
n
Reading VCCV Words [1] (Point to the vowels.) “How many consonants are between the two vowels?”
[2] “Where do we divide?” (Place a dot.) [3] (Have the students read the syllables and then the word.)
A – silly, gladly, football, underneath, expect
B – until, stepladder, dizzy, bedroom, badly
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Underneath and stepladder are three-syllable words. Guide the students
through both syllable divisions.
Corrections
If the students misread an individual syllable, use the correction that you
would use on the mixed list.
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 37 (Supplement): Polysyllabic Words 38 Lesson 38 (Supplement)
SIPPS® Extension
Polysyllabic Words
n
Reading VCCV Words [1] (Point to the vowels.) “How many consonants are between the two vowels?”
[2] “Where do we divide?” (Place a dot.) [3] (Have the students read the syllables and then the word.)
A – discuss, unsafe, peppermint, whisper, garden
B – dentist, fifteen, market, unpack, railroad
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Peppermint is a three-syllable word. Guide the students through both
syllable divisions.
Corrections
If the students misread an individual syllable, use the correction that you
would use on the mixed list.
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 38 (Supplement): Polysyllabic Words 39 Lesson 39 (Supplement)
SIPPS® Extension
Polysyllabic Words
n
Reading VCCV Words [1] (Point to the vowels.) “How many consonants are between the two vowels?”
[2] “Where do we divide?” (Place a dot.) [3] (Have the students read the syllables and then the word.)
A – rainbow, invent, except, disconnect, thirteen
B – sixteen, barber, cannot, unhappy, nonfat
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
Disconnect and unhappy are three-syllable words. Guide the students
through both syllable divisions.
Corrections
If the students misread an individual syllable, use the correction that you
would use on the mixed list.
If students misread the entire word, pronounce it for them correctly and
have them read it again.
Lesson 39 (Supplement): Polysyllabic Words 40 Lesson 40 (Supplement)
SIPPS® Extension
Polysyllabic Words

Reading VCCV Words
BaCKGrounD
In this lesson the students will read the five VCCV words independently.
However, if your students need more guided experience, continue using
with the routine from Lessons 34–39 instead of having them read the
words on their own.
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
A – silver, sadly, order, raincoat, escape
B – pepper, unload, member, forty, outside
introDuCtion
You: “Today you will read
these words on your own. First
I will point to the word. You
will silently read the syllables
and the word. When I say
‘Read,’ you will read the word
out loud.”
instruCtion
Point to silver and pause for several
seconds.
silver
You: “Read.”
Students: “silver”
CorreCtion
If the students misread a word, have them read the syllables and then the
whole word, as in previous lessons.
Lesson 40 (Supplement): Polysyllabic Words
41
© Developmental Studies Center, John Shefelbine, and Katherine K. Newman
SIPPS® Extension
Consonant-l-e
Syllables
-tle
-dle
-ble
Lesson 40 (Supplement): Polysyllabic Words -gle
-ple
42