ESL Teaching Tip: Syllable Division in Multi-Syllable Words

In a previous blog post, I shared the five phonetic skills--strategies for determining if a vowel is long or short in a single-syllable word. What about multi-syllabic words? Where do you split the syllable in multi-syllabic words? Here are two simple decoding skills that you can use to teach students where to break syllables. Then apply the five phonetic skills to determine if the vowel is long or short in each syllable. Using the two decoding skills and five phonetic skills in combination can help students with proper pronunciation of multi-syllabic words.

Decoding Skill 1: Look for how many consonants immediately follow a vowel. If there is one consonant following the vowel, that consonant will go on to the next syllable. (Note that blends, digraphs, etc. will stay together and move together within syllables.)

     mo-tel     pro-duce

Decoding Skill 2: If there are two consonants immediately following the vowel, divide between the two consonants. The first consonant will stay in the first syllable, and the second consonant will move on to the next syllable.

     cam-pus     sub-ject

Then apply the five phonetic skills to determine if a vowel is long or short on the syllable level: 

Using Video to Provide Free Education

Two of my passions in life are education and culture. When I say culture, I refer to a wide range of things: backgrounds, values, and interests; stories of good-fortune and misfortune; collective similarities that relate us as a human family; and unique patterns and distinct differences (evident on both an individual level and a group level) which cause the kind of introspection that promotes a metamorphosis in our behaviors, interests, etc. When I say education, I refer to connecting the new with the familiar, all forms of literacy, formal education (lessons learned in the classroom), and informal education (lessons learned from life experiences).

When the two are posited together--education and culture--a myriad of conditions can be conjured up in the mind: education for the poor and for the homeless, international education, higher education, drop-out rates, survival skills, etc.

As I reflect on what is being done in the world to promote education for all, I am encouraged to know that there are individuals out there striving to level the playing field by bringing education to all.
Recently I was introduced to Khan Academy, a non-profit that provides video-based education via the internet. Salman Khan has personally narrated over 2,400 lessons on topics ranging from algebra and computer science to biology and economics. His mission: to provide education that is free for all.

Watch Khan's TED talk on using video to "reinvent education" below:

Free Online Readability Tool to Acquire Lexile® Scores

I have been approached lately about the topic of Lexile® scores. I wrote a previous blog post about readability tools available on the web, including StoryToolz (a tool that averages several different Grade Level Equivalency [GLE] measures and provides an average GLE), and VocabProfiler (a tool that generates the percentage of high frequency vocabulary used in a text). I wanted to add one more web-based resource available to determine a Lexile® score. A Lexile® score takes into account the frequency of the vocabulary used within the text, as well as sentence length. This is an alternative to a Grade Level Equivalency measure. 

The Lexile® Analyzer is a tool developed by MetaMetrics that you can use to determine a Lexile® score for text that you write or select to ensure that the text is at an appropriate reading level for your students. After submitting your text on the Lexile® Analyzer, the tool will generate a Lexile® measure. To do this, you first have to register on the Lexile® website with your email address and password. Then you prepare your text by saving your text as a plain text file (using a ".txt" extension). Then you upload the file, and the analyzer tool will generate the Lexile® score.

ESL Teaching Tip: Common Prefixes

A prefix is a letter or group of letters that you add to the beginning of a word. It gives a different meaning to the word. If you see a word that you don’t know, but you do know the prefix and the base word, you can guess the meaning.

Just 20 prefixes account for 97 percent of all words with prefixes, and nine of those 20 account for 75
percent. Students may come across other prefixes while reading, but knowing at least these most common prefixes will be helpful.

Following are the 20 most common prefixes.

Rank                Prefix                          % of All Prefixed Words

1                      un- (opposite)                         26

2                      re- (again)                              14

3                      in-, im-, il-, ir- (not)               11

4                      dis- (not)                                 7

5                      en-, em- (put into)                   4

6                      non- (not)                                4

7                      in-, im- (in)                              3

8                      over- (excessive)                      3

9                      mis- (bad or incorrect)             3

10                    sub- (below)                             3

11                    pre- (before)                            3

12                    inter- (between)                       3

13                    fore- (earlier)                          3

14                    de- (reverse)                            2

15                    trans- (across)                          2

16                    super- (above)                          1

17                    semi- (half)                              1

18                    anti- (opposite)                        1

19                    mid- (middle)                           1

20                    under- (too little)                     1

All Others                                                        4

ESL Teaching Tip: Common Suffixes

The previous blog post discussed spelling with the suffixes -ing, -ed, -er, and -est. There are other common suffixes that would be helpful for students to learn. Learning common suffixes helps students determine the meanings of unknown words. Students can use their knowledge of word parts with Latin and Greek roots, specifically prefixes and suffixes, to pull an unknown word apart and determine its meaning. Following is a list of commonly used suffixes.

Suffix   Example Words

-able    capable, notable, desirable

-al        central, coastal, general, hospital

-ant      pleasant, important, distant, constant

-ance   continuance, allowance, abundance, balance

-ee       employee, trustee

-en       harden, sweeten, golden, driven

-ence   excellence, evidence, difference, reference

-ent      innocent, confident, ardent, eloquent

-ful       cheerful, careful, wonderful, shameful

-hood   manhood, statehood, womanhood

-ible     possible

-ice      justice, service, notice, practice

-id        timid, solid, valid, frigid

-ish      finish, vanish, punish, abolish, perish

-ine      engine, famine, genuine

-it         limit, deposit

-ite       definite, infinite, opposite

-ive      relative, possessive, active, effective

-ize      realize, fertilize, specialize, apologize

-less     shameless, careless, restless, blameless

-ment   assignment, department, apartment, agreement

-ness    happiness, sickness, brightness, darkness

-ward   awkward, downward, upward

-cian    Grecian, politician, musician

-ciate   appreciate, emaciate

-cient   proficient, efficient, sufficient

-cial     racial, social, facial, crucial

-tial      partial, initial, essential

-sial     controversial

-cious   gracious, delicious, vicious

-tious   facetious, pretentious, ostentatious

-xious   anxious, obnoxious, noxious

For additional ESL teaching tips:

Click here to read about the pronunciation of -ed.

Click here to read about pronouncing plurals.

Click here to read about voiced and voiceless sounds.

Click here to read about rising and falling intonation in questions.

Click here to read about syllable stress and the schwa.
Click here to read about adding the suffixes -ing, -ed, -er, and -est.
Click here to read about teaching common prefixes. 
Click here to read about decoding multi-syllabic words. 
Click here to read about spelling words that end in S, F, and Z.
Click here to read about other sounds for c and g.

ESL Spelling Tip: Adding Suffixes

Sometimes, an ending can be added to the end of a word to make a new word. We call this ending a suffix. A suffix contains one or more letters. Sometimes, adding a suffix will change the word’s part of speech. 

Following are some skills that could be taught to non-native English speaking students to help them properly spell words with suffixes.

1)  In a short vowel word ending in a single consonant, that same consonant must be doubled before adding the suffixes -ing, -ed, -er, or -est.

           r   u  n         r u n n e r                        h  o  p           h o p p i n g

Note: If a word ends in an x, simply add the suffix since x has two sounds: /ks/.

           w a x         w a x i n g                         f i x               f i x e d

2)  If a short vowel word already has two consonants at the end of the word, simply add the suffix.

          j  u  m  p       j u m p i n g                      h  u  n  t        h u n t e d

ESL Pronunciation Tip: Syllable Stress and the Schwa

The following is an activity that can be used to teach students about syllable stress and the schwa. (More comprehensive information on word stress predictability can be accessed from a previous blog post here.)

Why:
• Stress is the volume and pitch a speaker gives to a sound, syllable, or word while speaking.
• Every multi-syllabic word (a word with more than one syllable) has one syllable that is emphasized more than the others.

• All English vowels in unstressed syllables can take the schwa sound. The schwa has the sound of short u (example: pencil) or short i (example: leverage). We show that a vowel has a schwa sound with an upside down e.

• Learning syllable stress will help you improve your pronunciation.

How:
• Following is a list of general rules for syllable stress. Even though there are many exceptions in English, it is helpful to use these general rules as guidelines when you come across a word you don’t know. Try to predict what the syllable stress will be for the new words you learn. If you need to, you can use a dictionary to check the syllable stress.
• There are no rules to help you decide if a vowel says the schwa sound. One helpful thing to remember is that the schwa sound is usually in an unstressed syllable (examples: open; human; pencil). Also, usually the vowel a at the beginning or end of a word says the schwa sound (examples: sofa; agenda; America; away).