Hi! I would not give these as syllables to a student unless I had a specific reason. These are not words, and usually when we give a student a syllable to read, we fit it into something to do with REVLOC (so syllables would be R-Controlled, Magic-E, Vowel Teams, Consonant + LE, Open, or Closed syllables). Those you have given do not fit the category of a word, except for ABE. We can say that ABE is a magic-e syllable and the E at the end would make that vowel long, or it would make the vowel say its name. Or, ABE can be a name, which would follow the same rule. ABA, ABI, ABO, and ABU -- the only reason I might use these syllables would be for a schwa lesson where I just wanted the student to pronounce that first a as a schwa, which is when a vowel takes on the sound of a short u. And, if I did this I would have them saying the end letter as an open syllable because you have the vowel at the end, which is usually an open syllable. It would sound/look something like: a (short u), ba (a is long sound), a (short u) bi (long i sound), a (short u sound) bo (long o sound), a (short u) bu (pronounced boo). You could also use these to show the schwa and the difference in open/closed vowels where you have, as an example, ABA, ask them to pronounce the first as a schwa, now, put a T on the end. So it goes from a (short u sound) BA (long a) to ABAT, where it is now pronounced A (short u), BAT (the a is now closed in by the T and is now short). Again, I would not use these in a lesson, I just wanted to answer your question. Please let me know any follow up questions from my answer.
Bonjour, je ne comprends pas lorsque vous dites, par exemple : le mot candy can/dy, vous dites que can est une syllabe ouverte, ça c’est OK, mais quand vous dites que /dy/ est une syllabe ouverte : ce n’est pas un son long (est-ce parce qu’elle n’est pas suivie d’une voyelle que vous la considérée comme ouverte) et dans le dictionnaire Cambridge, l’accentuation est sur la première syllabe. J’essaie de comprendre le lien entre la syllabe accentuée et la séparation des syllabes??? Il y a aussi le son de voyelle court ou long, mais rien (peu importe le type de voyelle) où se trouve la syllabe accentuée??? J’apprécierais beaucoup que vous m’apporter des précisions. Merci beaucoup et bonne journée!
Hi Linda, in the word candy, "can" is a closed syllable and the vowel is short. In the second syllable, the "dy" -- the y takes on the sound of long e. That is an open syllable in OG. In English, y can make multiple sounds. Y can say /y/ as in yarn (in this case it is a consonant). Y can say /i/ (short i sound) as in "gym," and y can say /e/ (long e) sound as in candy or lucky, or puppy. This last long e sound is in the VCCV syllable division in a category called "Candy Words." We underline the vowels (in this case the Y is a vowel because it makes the long e sound) then label the v c c v (andy) and divide between the consonants (that's how we divide vccv words in general). There are so many words where the y makes the long e sound that we group them together and teach them that way -- or that's how I was taught to do it and I tutor it to kids that way. This is an article on VCCV division. ogforall.com/a-harvest-of-vccv-patterns/
(ABA, ABE, ABI, ABO, ABU ) HOW TO PRONOUNCING FIRST LETTER LONG A OR SHORT A WHICH SHALL WE USE
Hi! I would not give these as syllables to a student unless I had a specific reason. These are not words, and usually when we give a student a syllable to read, we fit it into something to do with REVLOC (so syllables would be R-Controlled, Magic-E, Vowel Teams, Consonant + LE, Open, or Closed syllables).
Those you have given do not fit the category of a word, except for ABE. We can say that ABE is a magic-e syllable and the E at the end would make that vowel long, or it would make the vowel say its name. Or, ABE can be a name, which would follow the same rule.
ABA, ABI, ABO, and ABU -- the only reason I might use these syllables would be for a schwa lesson where I just wanted the student to pronounce that first a as a schwa, which is when a vowel takes on the sound of a short u. And, if I did this I would have them saying the end letter as an open syllable because you have the vowel at the end, which is usually an open syllable.
It would sound/look something like: a (short u), ba (a is long sound), a (short u) bi (long i sound), a (short u sound) bo (long o sound), a (short u) bu (pronounced boo).
You could also use these to show the schwa and the difference in open/closed vowels where you have, as an example, ABA, ask them to pronounce the first as a schwa, now, put a T on the end. So it goes from a (short u sound) BA (long a) to ABAT, where it is now pronounced A (short u), BAT (the a is now closed in by the T and is now short).
Again, I would not use these in a lesson, I just wanted to answer your question. Please let me know any follow up questions from my answer.
Bonjour, je ne comprends pas lorsque vous dites, par exemple : le mot candy can/dy, vous dites que can est une syllabe ouverte, ça c’est OK, mais quand vous dites que /dy/ est une syllabe ouverte : ce n’est pas un son long (est-ce parce qu’elle n’est pas suivie d’une voyelle que vous la considérée comme ouverte) et dans le dictionnaire Cambridge, l’accentuation est sur la première syllabe. J’essaie de comprendre le lien entre la syllabe accentuée et la séparation des syllabes??? Il y a aussi le son de voyelle court ou long, mais rien (peu importe le type de voyelle) où se trouve la syllabe accentuée??? J’apprécierais beaucoup que vous m’apporter des précisions. Merci beaucoup et bonne journée!
Hi Linda, in the word candy, "can" is a closed syllable and the vowel is short. In the second syllable, the "dy" -- the y takes on the sound of long e. That is an open syllable in OG.
In English, y can make multiple sounds. Y can say /y/ as in yarn (in this case it is a consonant). Y can say /i/ (short i sound) as in "gym," and y can say /e/ (long e) sound as in candy or lucky, or puppy.
This last long e sound is in the VCCV syllable division in a category called "Candy Words." We underline the vowels (in this case the Y is a vowel because it makes the long e sound) then label the v c c v (andy) and divide between the consonants (that's how we divide vccv words in general).
There are so many words where the y makes the long e sound that we group them together and teach them that way -- or that's how I was taught to do it and I tutor it to kids that way.
This is an article on VCCV division. ogforall.com/a-harvest-of-vccv-patterns/
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