One syllable words for kindergarten

Monosyllabic - Examples of One Syllable Words and Adjectives

We already know that a syllable is a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of a word. There are many types of syllables, but today we’ll have a look at words with just 1 syllable.

Words with one syllable are called Monosyllabic words, similarly words with more than one syllable are called polysyllabic words.

Cat, Bus, One, Red, Moon, Sun, Drop, Door, Week, Fear, Love, Hear, Cord, Snake, Month, Crown, School, Tongue, Sword, Cheeks are 20 examples of monosyllabic words to teach young kids.

Following is a list of 100 words with 1 syllable for elementary grade kids.

The following is a word list having adjectives with one syllable, they are also called monosyllabic adjectives and are used for describing nouns.

Phew!… that was a long list. Make sure you following the order while teaching these words to kids.

Quick Links

1. Two Syllable Adjectives
2. Types of Syllables

80+ Closed Syllable Words & Word List: Free Printable

Closed Syllables | Grade 1 | Grade 2 | Syllables

ByKatie May 4, 2022September 15, 2022

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This FREE closed syllable word list includes 80 words and examples of closed syllables organized in an easy-to-read chart. The chart includes all one-syllable words listed by short vowels, a, e, i, o, and u. This printable list is great for reading, dictation, coding, and independent practice as students learn all about closed syllables!

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Table of Contents

• About Closed Syllables
• Closed Syllable Words & Examples
• Related Posts
• 🖨️ Download & Print

About Closed Syllables

Closed Syllable Definition- A closed syllable is a syllable that ends in a consonant. The vowel will always be a short vowel when it is closed in by a consonant.

CVC words are perfect examples of closed syllables! And because students begin reading CVC words in Kindergarten, closed syllables should be the first syllable type to teach. When you teach closed syllables, you take an already learned concept and build upon it. So you explain why the CVC words they can read have short vowel sounds. Understanding the “why” in reading is a powerful tool to provide to children!

📚 Educational Focus: If your students can read and blend CVC words, you can begin teaching about closed syllables. This usually happens closer to the end of kindergarten, and it should be included within the first-grade curriculum, followed by open, VCe, and vowel team syllables.

Closed Syllable Words & Examples

These same word lists are also listed as a free pdf below to make printing easy! Want 4 two-syllable list? Check out our printable VC/CV lists!

Practice Ideas

There are tons of great ways to use this word list so kids can get lots of practice with closed syllable words!

1. Fluency practice. Children can read/reread the words on this list. Use a timer for extra motivation!
2. Keep the list near your small group reading table, and pull it out when it’s time for word dictation. You can provide kids with Elkonin boxes or spelling sheets to assist them in listening for the sounds in the words.
3. Trim and staple in students’ phonics notebooks for repeated practice.
4. Send a copy home so parents can practice reading these words with their children. This helps them know how to support learning at home!
5. Create your own sorts using the words. Children can cut out the words, sort them according to short vowel sounds, and then glue them into their notebooks.

Coding Closed Syllable Words

Use the words on this list to teach coding, or marking up, closed syllables. Here’s a helpful procedure

1. Find the vowel and mark it with a v.
2. Find the consonant that ‘closes in’ the vowel and mark it with a c.
3. Swoop or underline the syllable, marking with a ‘C’ for closed.
4. Use a breve mark (˘)  to show the short vowel sound. This will tell the student what sound their mouth should make when they get to that letter when reading the word.
5. Finger tap the individual sounds, and then blend the sounds together to read the word.

Students will need lots of practice with closed syllables since they are the most basic syllable type. Be sure to also use nonsense words as well, since many bigger words will include nonsense syllables. Repeated practice and activities are great!

If you’re looking for 2 syllable words made up of only closed syllables, visit this VCCV word post for four free lists of closed-syllable words with over 82 words!

Orthographic mapping is a great way for students to practice closed syllables! Grab our printable sound boxes (Elkonin boxes) to make it simple!

Related Posts

Check out some of our FREE downloadable worksheets!

• What are Closed Syllables & How To Teach Them
• All About Open and Closed Syllables
• CVC Flashcards

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TERMS: All resources and printables are designed for personal use only in your own home and classroom. Each person must visit this site and download their own free copy. Please do not photocopy, email, or reproduce our printable resources for other teachers, and please do not reproduce our printables on the web or save them to a shared drive. Instead, please share the resources with others by using the social share links provided or by distributing the link to the blog post itself. This allows us to keep making free resources for everyone! If you have any questions, please email us. Thank you!

Didactic games and exercises for the formation of the syllabic structure of the word

Formation in children of grammatically correct, lexically rich and phonetically clear speech, enabling verbal communication and preparing for schooling is one of the important tasks in the overall system of work on training child's native language in kindergarten and in the family.

For the education of a full-fledged personality, it is necessary eliminate everything that interferes with free communication child with the team. It is important that children mastered their native language as early as possible, they spoke correctly, clearly, expressively. Especially necessary for the child becomes the right pronunciation of sounds and words when he begins to acquire literacy. Practice speech therapy work shows that often on the first plan in preschool age is put forward correction of sound pronunciation and underestimated the meaning of the formation of the syllabic structure of words, and this is one of the causes of dysgraphia and dyslexia in schoolchildren.

Among the various speech disorders in children preschool age is one of the most difficult for correction is such a special manifestation speech pathology, as a violation of syllable word structures. This speech defect characterized by difficulty in pronunciation of words complex syllabic composition (violation of the order syllables in a word, omissions or adding new ones syllables or sounds). Violation of the syllabic structure words are usually detected in speech therapy examination of children with general underdevelopment of speech. As a rule, the range of these violations varies: from minor difficulties pronunciation of words of a complex syllabic structure in conditions of spontaneous speech to gross violations in repetition by the child of two- and three-syllable words without consonant confluences even with the support of visualization. Deviations in the reproduction of the syllabic composition words can appear as follows:

1. Violation of the number of syllables:
- contraction of a syllable;
- omission of a syllable-forming vowel;
- an increase in the number of syllables due to insertion vowels.
2. Violation of the sequence of syllables in a word:
- permutation of syllables;
- permutation of the sounds of adjacent syllables.
3. Distortion of the structure of a single syllable:
- reduction of consonant clusters;
- inserting consonants into a syllable.
4. Assimilation of syllables.
5. Perseverations (cyclic repetition).
6. Anticipation (replacement of previous sounds subsequent ones).
7. Contamination (mixing word elements).

Violation of the syllabic structure of words can persist in children with pathology of speech development for quite a long time, revealing any once the child is confronted with a new sound-syllabic and morphological structure words [4].

The choice of methods and techniques of corrective work to eliminate this violation always preceded by an examination of the child, during which reveals the degree and level of violation syllabic structure of words. This will set the limits of the level accessible to the child, with which should start corrective exercises.

This type of work is based on the principle a systematic approach in the correction of speech violations and classification by A.K. Markova [10], which distinguishes 14 types of syllabic structure words in increasing degree of complexity:

1. Two-syllable words from open syllables (willow, children).
2. Three-syllable words from open syllables (hunting, raspberries).
3. Monosyllabic words (house, juice).
4. Two-syllable words with a closed syllable (sofa, furniture).
5. Two-syllable words with a confluence of consonants in middle of the word (bank, branch).
6. Two-syllable words from closed syllables (tulip, compote).
7. Three-syllable words with a closed syllable (behemoth, telephone).
8. Three-syllable words with a confluence of consonants (room, boots).
9. Three-syllable words with a confluence of consonants and closed syllable (lamb, ladle).
10. Three-syllable words with two confluences consonants (tablet, matryoshka).
11. Monosyllabic words with a confluence of consonants in the beginning of the word (table, cupboard).
12. Monosyllabic words with a confluence of consonants in end of word (elevator, umbrella).
13. Two-syllable words with two confluences consonants (lash, button).
14. Four-syllable words from open syllables (turtle, piano).

Corrective work to overcome violations the syllabic structure of words consists of development of speech-auditory perception and speech motor skills. I built my work in two stages:

- preparatory; the purpose of this stage is prepare the child for the assimilation of rhythmic word structures of the native language;
- corrective; the purpose of this stage is direct correction of syllabic defects word structures in a particular child.

During the preparatory phase of , I exercises first on a non-verbal level, and then verbal.

Exercise “Repeat the same way”

Purpose: to learn to reproduce the given rhythm.
Materials: ball, drum, tambourine, metallophone, sticks.
Course of the exercise: The speech therapist sets the rhythm with one of items, the child must repeat the same.

Exercise "Count correctly"

Purpose: to learn to count sounds.
Material: baby music and noise tools, cards with numbers, a cube with dots.
Exercise progress:
Option 1. The child claps his hands (knocks on tambourine, etc.) as many times as the points fell on cube.
Option 2. Speech therapist reproduces sounds, child counts them and raises a card with corresponding number.

Exercise "Choose a scheme"

Purpose: to learn how to relate a rhythmic pattern to his scheme on the card.
Material: rhythm cards drawings.
Exercise progress:
Option 1. Speech therapist sets a rhythmic pattern, the child chooses the appropriate scheme on card.
Option 2. The child reproduces rhythmic drawing according to the given scheme.

Exercise "Long - short"

Purpose: to learn to distinguish between long and short the sound of a word.
Material: chips, long and short strips paper, pictures.
Exercise progress:
Option 1. Speech therapist pronounces words, child places a chip on a long or short strip.
Option 2. The child calls the words in the pictures and decomposes them into two groups: to a long strip and to the short one.

At the corrective stage work was carried out at the verbal level with the obligatory "turning on" the auditory, visual and tactile analyzers.

Sound level exercises:

1. “Say the sound A as many times as there are dots on cube. Say the sound O as many times as many times I'll clap my hands."
2. "Find out what sound (series of sounds) I uttered." Recognition by soundless articulation, pronunciation with voice.
3. Stressed vowel definition in stressed positions (in a series of sounds).

Syllable level exercises:

by stringing rings on a pyramid (by building turrets made of cubes, shifting pebbles or beads).
- "Fingers say hello" - pronunciation chains of syllables with a touch on each syllable fingers of the hand with the thumb.
- Count the number of syllables spoken speech therapist.
- Name the stressed syllable in the chain of heard syllables.
– Memorization and repetition of a chain of syllables different types.

Word level exercises:

Ball game

Purpose: to learn to clap the syllabic rhythm of a word.
Material: ball.
Game progress: the child beats the rhythm of the given word speech pathologist.

Game "Telegraph"

Purpose: to develop the ability to divide words into syllables.
Material: sticks.
Game progress: the child "transmits" the given word, tapping out his rhythmic pattern.

Count, don't make a mistake game

Purpose: to learn to divide words into syllables performing a mechanical action.
Material: pyramid, cubes, pebbles.
Game progress: the child pronounces the tasks given by the speech therapist words and lays out pebbles (pyramid rings, cubes). Compare words: where there are more pebbles, then word is longer.

Ball game "Pass it on"

Purpose: to learn to divide words into syllables, at the same time performing a mechanical action.
Material: ball.
Game progress: children pass the ball to each other and simultaneously name the syllable of the given word.

Game "Name the correct word"

Purpose: to learn to distinguish between correctly sounding words.
Material: pictures.
Game progress: the speech therapist pronounces the words incorrectly, the child calls the words correctly (if the child difficult to complete the task, then help is given Pictures).

Exercise “What has changed?”

Purpose: to learn to distinguish between different syllabic word structure.
Material: pictures.
Course of the exercise: the child explains the difference between words.
Words: cat, cat, kitten. House, house, house.

Exercise "Find the longest word"

Purpose: to consolidate the ability to divide words into syllables.
Material: pictures.
Course of the exercise: the child chooses from the proposed pictures of the one that shows the longest word.

Exercise "Count, don't make a mistake"

Purpose: to strengthen children's ability to divide words into syllables.
Material: pictures, cards with numbers.
Course of the exercise: The speech therapist shows pictures, children show the number corresponding to the number of syllables in a word (complication option - number of the stressed syllable).

Exercise "Which word is different"

Purpose: to teach to distinguish words with different rhythmic structure.
Material: pictures.
Course of the exercise: the speech therapist calls a series of words, children define an extra word (use pictures, if the kids are struggling).
Words: tank, cancer, poppy, branch. Wagon, bud, loaf, airplane.

Exercise "Name the same syllable"

Purpose: to consolidate the ability to compare syllable word structure.
Material: pictures.
Course of the exercise: the child must find the same syllable in the proposed words (airplane, milk, right, ice cream).

The game "The end of the word is yours"

Purpose: to learn to synthesize words from syllables.
Material: ball.
Game progress: the speech therapist starts the word and throws the ball to the child, he adds the same syllable SHA: ka ..., wa…, Da…, Ma…, Mi…

Game “Which word came out?”

Purpose: to exercise in the simplest syllabic analysis.
Material: ball.
Game progress: the child, throwing the ball to the speech therapist, pronounces the first syllable. Speech therapist, returning the ball, says the second syllable and asks the child to name word in full.

Child: Speech therapist: Child:
ket bouquet
fet buffet
Boo tone bud
bin structures of the 6th type in the formation of names nouns.
Material: ball.
The course of the exercise: a speech therapist, throwing the ball to the child, names the subject. Child, returning the ball, calls him "kindly".
Bow - bow, bandage - bandage, bush - bush, scarf - scarf, leaf - leaf.

Exercise "Say the word correctly" structures of the 7th type, develop auditory attention and memory.
Material: subject pictures.
The course of the exercise: the speech therapist shows a picture and pronounces a sound. The child picks up hand when he hears the correct name of the subject and calls him.