Beyond the Rules: Teaching Syllables with Flexibility with Savannah Campbell
Syllables can feel “big” or confusing—but they don’t have to be. In this episode, I chat with reading specialist Savannah Campbell (Campbell Creates Readers) about how to make syllable instruction clear, doable, and effective from k–5. We cover the six syllable types, how (and whether) to teach division patterns, set-for-variability, and simple multisensory tools that help kids read and spell multisyllabic words with confidence.
What You’ll Learn
A plain-english definition of a syllable—and why vowels drive the bus
The six syllable types (open, closed, magic-e, vowel teams, r-controlled, consonant-le) & where they naturally fit in k–2
Syllable types vs. division (e.g., “tiger/camel/rabbit”): when they help, and when cognitive load gets in the way
How set for variability (vowel flexing) + embracing schwa make real texts less scary
Why instruction must live in multisyllabic words (especially from grade 3 up)
Easy, hands-on routines: syllable boards and dry-erase note cards for breaking big words into meaningful parts
Key Takeaways
Teach the language early: name open/closed in kinder, magic-e in grade 1—because grade-3 readers need that vocabulary to flex vowels in big words.
Prioritize types and meaning over lots of division rules if those rules create extra cognitive load for strugglers.
Don’t avoid “imperfect” words—teach schwa and vowel flexibility so kids can adjust when print doesn’t play fair.
Practice must be cumulative & spiral: keep reading/spelling multisyllabic words daily, not just during a one-week unit.
Both syllables and morphology have a home: syllables support pronunciation/spelling; morphology adds meaning.
Try-It-Tomorrow Ideas
Label what you’re already teaching
When you teach cvc, say “that’s a closed syllable.” when you teach cvce, say “magic-e syllable.” quick labels now = easier flexing later.Dry-erase note-card routine (2–4 minutes)
Show a big word (e.g., reconstruction).
Students pull off prefixes/suffixes first on separate cards (re, -tion).
Count vowels to predict number of syllables.
Build the word from cards (re | construct | tion) and read it.
Multisyllabic read & build
Keep a short list of content-area words (science/social studies). read, segment into syllables, then rebuild—say each vowel sound aloud and flex if needed.
Lesson Outline (Sample, 12–15 minutes)
Explicit Teach (3–4 min): Define today’s target (e.g., open vs. closed).
Guided Practice (5–6 min): Read 6–8 words (mix of 1–3 syllables). students mark syllable breaks, label type(s), and read.
Application (3–5 min): Short decodable text or content words; circle vowels, mark syllables, read, and explain how the vowel sound was decided.
Spiral Review (1 min exit): One quick “mystery” word with schwa or a not-so-neat vowel—students try a different vowel sound if first try doesn’t fit.
About Today’s Guest
Savannah Campbell is a k–5 reading specialist in Virginia and the educator behind Campbell Creates Readers. She’s taught grades 1, 3, and 4 and spent seven years as a reading specialist. Savannah co-authored The Mega Book of Vocabulary (Scholastic) with Tim Rasinski and Melissa Chessman Smith (available for preorder).
Instagram: @campbellcreatesreaders
Facebook: Campbell Creates Readers
Website: campbellcreatesreaders.com
Resources & Links
Syllable Types Resource — Grab my Syllable Bundle Here
Savannah Campbell’s Blog Post: Teaching Syllable Types and Syllable Division- Read It Here
Dry-erase note cards — Grab them here
Savannah’s Book: The Mega Book of Vocabulary (Scholastic) — preorder here
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