Consonant-le Syllable Pattern
Read and spell words ending in the consonant-le syllable pattern (table, little).
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Show the split before the whole word every time. The rule is worth stating explicitly: count back three letters from the end, and that is the last syllable — b-l-e, d-l-e, t-l-e. Once the student can find the break themselves, cover the split and give them the whole word to divide. Ten minutes covers the set with both directions.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentShow the card and wait 3 seconds for the student to read it.Log as correct
- Point to itPoint to the letter pattern that matters, or tap under each sound.Log as cued
- Sound it outSay the first sound together, then let the student blend the rest.Log as cued
- ModelRead it, tapping each sound; the student reads it after you.Log as cued
Adjust it
Use fewer cards and start with the patterns the student already reads.
Read the words in a sentence, or spell them from dictation.
Matching IEP goal
Given decodable word cards, Student will read the target pattern accurately in 8 of 10 words across 3 consecutive sessions, given no more than a visual cue.
Send it home through the parent portal →About this activity
Fourteen words shown split at the syllable boundary and then whole: ta-ble to table, lit-tle to little, ap-ple to apple, can-dle to candle, bub-ble to bubble, nee-dle to needle, puz-zle to puzzle, tur-tle to turtle. Consonant-le is one of the six syllable types and the one that most reliably trips a student reading multisyllabic words, because the final syllable has no vowel sound anyone can point to.
What to listen for
Watch the doubled consonants. Little, bubble, giggle and puzzle all double, which changes where the break falls, and a student who splits lit-tle correctly but bub-ble as bu-bble has the rule and not the doubling. Notice uncle and circle, which follow the pattern with a consonant other than a double — they are the ones that show whether the student has the pattern or has memorised a shape.
Carrying it home
Reading aloud supplies these words constantly — table, apple, little, turtle. Covering the last three letters and asking what is left is a two-second prompt that makes the pattern visible.
What's in this activity
- ta-ble → table
- lit-tle → little
- ap-ple → apple
- pur-ple → purple
- can-dle → candle
- bub-ble → bubble
- nee-dle → needle
- un-cle → uncle
- sim-ple → simple
- mid-dle → middle
- puz-zle → puzzle
- cir-cle → circle
- gig-gle → giggle
- tur-tle → turtle
Questions
- What grades is this for?
- Second through fourth, as part of structured literacy work on syllable types.
- Do I need an account?
- No, all fourteen words play free.
- Why does this syllable type matter?
- Because it is unusual — the final syllable has no vowel sound of its own, so students who are dividing words by looking for vowels get it wrong. Naming it as its own pattern is faster than letting them work it out.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.