VCCV words: divide between the consonants

How does it work?

VCCV is the first division pattern students learn and the most dependable. Label the vowels V and the consonants between them C, and the split goes in the middle. A digraph like sh, th or ck counts as one consonant, because its letters stay together, so "jacket" is not a VCCV word. A blend can split: in ad/mit, the d and m go to different syllables. The case to watch is a long vowel before a blend, as in se/cret, which we leave off this list.

The word lists, divided

How do you teach it?

Teach the routine before the label. Students put a dot under each vowel, look at the letters between, and if there are two consonants, draw the line between them. Then they read each syllable and blend. Start with doubled letters (rab/bit, muf/fin), where the split is obvious, then move to different consonants (nap/kin, sub/ject).

"Dot the vowels in 'tablet'. A, e. What's between them? B and l. Two consonants. Draw the line between them: tab/let. Read the first syllable: closed, 'tab'. Then 'let'. Tablet."

What is the common error, and the fix?

Students try to read the whole word at once and guess. Others split in the wrong place: "ra/bbit". The fix is the routine, every time, until it runs on its own: dot the vowels, count the consonants between, draw the line, read each part.

Sort it: a hands-on activity

Write VCCV words on strips and have students cut each one at the split, read each half and tape the halves back together. Mix in two VCV words (robot, wagon) to see who checks the count before cutting.

How this list was built