Learn what a closed syllable is and how to teach it in this second post of my syllable series. In this series, I share how to teach students the syllable rules and patterns using multisensory methods.
If you missed the first post, you can read The 6 Types of Syllables here. There I explain what a syllable is, how to count syllables, and go over the 6 syllable types. You can find all my syllable posts here.
What is a closed syllable?
A closed syllable is a syllable with a short vowel sound and one or more consonants at the end. See the graphic below for examples of closed syllables.
What’s happening in a closed syllable is that the consonant(s) after the vowel is closing it in and not allowing it to say its name, so the vowel makes a short sound.
The closed syllable includes CVC words, and words ending in -ck, -tch, -dge, and the FLOSS rule.
CVC Closed Syllable
CVC words are words that have the pattern vowel-consonant-vowel like cat and mop. These are usually the first words children learn to read so it’s a natural progression to teach the closed syllable first.
-CK Closed Syllable
Words that have a short vowel sound and end with the /k/ sound are spelled with -ck. Examples include luck, back, and wick.
I tell my students if a word ends with the /k/ sound and the vowel doesn’t say its name, then the /k/ is spelled -ck.
If words that end in /k/ have a long vowel sound or another consonant sound in between then it’s spelled with just the -k. Examples include milk, lake, junk.
-TCH Closed Syllable
Words that have a short vowel immediately followed by the /ch/ sound are spelled -tch. In this case, the /ch/ sound is attached to the vowel sound. Examples include patch and witch.
Words are spelled with -ch at the end if they have a consonant after the short vowel or a long vowel sound. Examples include punch and coach.
There are a few exceptions to this rule which are taught along with the rule.
-DGE Closed Syllable
Did you know that words in English don’t end in J? Therefore, if a word ends with a /j/ sound it is spelled -dge or -ge. Examples include edge, judge, and age.
Words with a short vowel sound that end with a /j/ sound are spelled -DGE. So for closed syllables, you’ll see the -DGE spelling, like in the words edge and judge.
The FLOSS Rule means that we double the last letter in words with a short vowel sound that end in s, f, l, or z. Examples of FLOSS words include grass, buzz, and off.
This one does have a few exceptions which are taught with the rule.
How To The Teach Closed Syllable
When teaching the closed syllable, it is important to get students into the habit of labeling the consonants and vowels in a word so they can see the pattern. This will help them once they have moved on to other syllable patterns that are not so easy to see without first labeling.
I like to tell my students that the consonant after the vowel is a bully who doesn’t let the vowel say its name. They have fun with that story and the rule sticks.
Use lots of visuals like color coding (red vowel, black consonants for example), letter tiles, phonogram cards, and posters like the one below.
Closed Syllable Activities
If you’re looking for closed syllable worksheets, printables, or activities then there are so many to choose from. Worksheets and printables are abundant on Teachers Pay Teachers and Pinterest, as well as DIY activities for CVC words.
I strongly recommend using nonsense words to work on closed syllable words. This is the best way to see if a student truly understands the syllable and fluently decodes.
I will be creating resources for all of these soon so stay tuned! In the meantime, subscribe to my list get access to all my literacy freebies!
If you’re looking for more tips on teaching reading to struggling learners, check out these other posts:
- Reading Strategies for Struggling Readers – Elkonin Boxes
- Teaching Reading Comprehension Strategies – My Secret Tip To Improve Reading Comprehension
- Multisensory Strategies for B & D Reversals – Dyslexia Intervention
- Multisensory Spelling Strategy for Struggling Learners – Dyslexia Spelling Strategy