This summer, I had the opportunity to work at a wonderful literacy clinic at the Jonnycake Center under the direction of dyslexia specialist Alison Bateson-Toupin. It was a phenomenal experience. Working with a student for an extended period, multiple days a week, gave me the opportunity to build on each lesson and see real progress unfold. One of the skills I needed to work with the student on was syllable division rules.
I wanted the lessons to be grounded in research while also being enjoyable and engaging. Purposeful movement became one way to keep students involved as they practiced identifying syllable patterns, dividing words, and explaining their thinking.
One of the most exciting moments was hearing students ask, “Can we please play the game?” They were eager to participate, even while doing the demanding work of remembering the syllable rules and applying them to words. The game gave that hard work a playful, inviting structure.
That summer experience helped inspire Syllable Toss & Move: a way to bring focused reading practice, movement, and conversation together.
Longer words can feel overwhelming to a developing reader. A child who reads cat confidently may pause when faced with rabbit or robot. Learning to recognize syllable patterns gives students a practical way to break a longer word into manageable parts.
When we combine clear instruction with purposeful movement, we create opportunities for children to practice those patterns, explain their decisions, and try again.
That is the idea behind my Syllable Toss & Move game: make practice active while keeping the thinking focused on the word.
Start With Open and Closed Syllables
Before introducing several division patterns, begin with the difference between open and closed syllables.
An open syllable ends in a vowel. In many familiar examples, the vowel says its long sound, or “name,” as in me, go, and the first syllable of robot: ro/bot.
A closed syllable has a single vowel followed by one or more consonants. The vowel is usually short, as in cat, fish, and both syllables of rabbit: rab/bit.
These patterns help students make an informed choice about a vowel sound. They are useful guides, but English also includes exceptions and unstressed vowels that do not follow these simple expectations. Students need practice reading the parts, blending them, and checking the resulting word.
Six Syllable-Division Patterns to Practice
Animal names give students a memorable example of each pattern. Here, V means vowel and C means consonant.
| Pattern | What students try | Example |
|---|---|---|
| Rabbit: VC/CV | With two consonants between vowels, try dividing between the consonants. Keep a consonant digraph together. | rab/bit |
| Tiger: V/CV | With one consonant between vowels, try dividing before it. | ti/ger |
| Robin: VC/V | If the Tiger division does not produce a recognizable word, try dividing after the consonant. | rob/in |
| Turtle: consonant-le | When a word ends in consonant-le, count back three letters and divide before that ending. | tur/tle |
| Lion: V/V | When adjacent vowels represent separate syllables rather than a vowel team, divide between them. | li/on |
| Monster: VC/CCV | With three consonants between vowels, look for a blend or digraph to keep together. The division depends on the word. | mon/ster |
Clapping the syllables in a spoken word can be a helpful starting activity. However, dividing a printed word also requires attention to its letters and spelling patterns. The two tasks support different parts of literacy development.
Why Add Movement?
Movement gives us another way to organize meaningful practice. The learning comes from noticing the pattern, making a choice, reading the word, and receiving feedback.
Here is how purposeful movement can support syllable practice.
It gives repetition a clear purpose. Each turn presents another opportunity to apply a pattern. Students can revisit a difficult word within an engaging routine.
It makes the student’s decision visible. Choosing a station shows which pattern the student thinks applies. Asking for an explanation helps the teacher distinguish understanding from guessing.
It connects action with the lesson. Stepping once for each syllable or moving to a selected pattern card links the movement directly to the reading task.
It creates opportunities for language. Students can practice a response such as:
“The word is rabbit. I divide it rab/bit. It follows the Rabbit pattern because there are two consonants between the vowels.”
That explanation gives us valuable information about the child’s reasoning.
Putting It Into Practice
In Syllable Toss & Move, students draw a word card, examine the word, and choose an open-syllable, closed-syllable, or division-pattern station. They toss or place a beanbag, move to their choice, divide and read the word, and explain their thinking.
Begin with only two or three choices. Model the process first, then add patterns as students become confident. If a child cannot yet read the whole word, guide the child through the pattern and blending process.
Movement should be accessible. Students may walk, point, reach, or place a beanbag on a tabletop card. Keep turns predictable, allow thinking time, and finish with a few words read on paper so students practice using the strategy beyond the game.
The goal is for children to recognize a useful pattern when they encounter a new word—and have a way to work through it.
Read it. Divide it. Move to it. Explain it!
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- Phonological vs Phonemic Awareness vs Phonics: K–2 Guide
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- Unlock Literacy and Language Growth with Multi-sensory Learning
