What is the main goal of the syllable division series?

• To teach students to memorize words

• To help students divide syllables effectively

• To teach students new vocabulary

• To improve students' handwriting

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

Which of the following is NOT a syllable pattern mentioned in the video?

• VCCCV

• VCV broken before the consonant

• VCV broken after the consonant

• VCCV

Tags

CCSS.RF.1.3D

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A

How many syllable types are discussed in the series?

• Five

• Six

• Four

• Seven

Tags

CCSS.RF.1.3D

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A

What is the first step in the syllable division process?

• Draw the bridge

• Choose the syllable pattern

• Label the consonants

• Label the first two vowels

Tags

CCSS.RF.1.3D

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A

What should students do after labeling the first two vowels?

• Choose the syllable pattern

• Split the word

• Draw the bridge

• Label the consonants

Tags

CCSS.RF.1.3D

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A

In the word 'magnet', what syllable pattern is identified?

• VCV

• VC

• VV

• VCCV

Tags

CCSS.RF.1.3E

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A

How are consonant digraphs treated in syllable division?

• They are split between syllables

• As two separate sounds

• As a single sound

• They are ignored

Tags

CCSS.RF.1.3D

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A

What is the syllable type of both parts of the word 'cashbox'?

• Bossy R

• Magic E

• Closed

• Open

Tags

CCSS.RF.1.3D

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A

What should students do if they encounter a blend between vowels?

• Split the blend into two syllables

• Ignore the blend

• Label each consonant separately

• Treat the blend as a single consonant

Tags

CCSS.RF.1.3D

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A

What is the purpose of blending letters into a single syllable?

• To confuse the students

• To free up working memory

• To help with spelling

• To make the word longer

Tags

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RI.9-10.4