write the part of speech and syllable division for denizen

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denizen denizen syllables

How many syllables in denizen .

Divide denizen into syllables:   den-i-zen Stressed syllable in denizen :   den -i-zen How to pronounce denizen :   den-uh-zun How to say denizen : pronounce syllables in denizen

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Wondering why denizen is 4 9 5 3 6 7 2 8 1  syllables?   Contact Us !   We'll explain.

1.  What is a syllable? 2.  How to count syllables. 3.  How to divide into syllables.

Synonyms for denizen

• dweller hear the syllables in dweller
• tenant hear the syllables in tenant
• native hear the syllables in native
• citizen hear the syllables in citizen
• resident hear the syllables in resident
• occupant hear the syllables in occupant
• occupier hear the syllables in occupier

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denizen noun & adjective

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What does the word denizen mean?

There are six meanings listed in OED's entry for the word denizen . See ‘Meaning & use’ for definitions, usage, and quotation evidence.

denizen has developed meanings and uses in subjects including

Entry status

OED is undergoing a continuous programme of revision to modernize and improve definitions. This entry has not yet been fully revised.

How common is the word denizen ?

How is the word denizen pronounced, british english, where does the word denizen come from.

Earliest known use

Middle English

The earliest known use of the word denizen is in the Middle English period (1150—1500).

OED's earliest evidence for denizen is from 1474, in a translation by William Caxton, printer, merchant, and diplomat.

denizen is a borrowing from French.

Etymons: French deinzein .

Nearby entries

• denitrator, n. 1880–
• denitrification, n. 1883–
• denitrificator, n. 1891–
• denitrifier, n. 1892–
• denitrify, v.
• denitrifying bacteria, n. 1902–
• denitrize, v. 1892–
• denizate, v. 1604–28
• denization, n. 1601–
• denize, v. 1577–1708
• denizen, n. & adj. 1474–
• denizen, v. 1577–
• denizenship, n. 1603–
• denkmal, n. 1877–
• Denmark, n. 1836–
• den mother, n. 1936–
• denn, n. 1936–
• dennebol, n. 1909–
• dennet, n. 1818–
• denny, adj. 1398–
• denominable, adj. 1650–

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Meaning & use

Pronunciation, compounds & derived words, entry history for denizen, n. & adj..

denizen, n. & adj. was first published in 1895; not yet revised.

denizen, n. & adj. was last modified in March 2024.

Revision of the OED is a long-term project. Entries in oed.com which have not been revised may include:

• corrections and revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
• new senses, phrases, and quotations which have been added in subsequent print and online updates.

Revisions and additions of this kind were last incorporated into denizen, n. & adj. in March 2024.

Earlier versions of this entry were published in:

OED First Edition (1895)

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OED Second Edition (1989)

• View denizen, n. and a. in OED Second Edition

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Citation details

Factsheet for denizen, n. & adj., browse entry.

Parts of Speech for Denizen

Gramatical hierarchy.

• Countable noun
• Verb with objects

Grammatically "Denizen" is a noun, to be more precise even a verb with objects. But also it is used as a verb, specifically a verb with objects. Part of speech depends on meaning of this word.

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Modal title

How many syllables in denizens .

Denizens has 3 syllables and the stress is on the first syllable.

Syllables in denizens

• How many syllables in denizens? 3 syllables
• How to pronounce denizens: denuzunz
• IPA-notation: dɛˈnʌzʌnz
• Numbers of characters: 8 (d, e, e, i, n, n, s, z)
• Unique letters: 6 (d, e, i, n, s, z)
• Denizens backwards: snezined
• Denizens sorted alphabetically: deeinnsz

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7 Syllable Division Rules +Free Anchor Charts

Syllable division rules provide a structured way to split multi-syllabic words into their various syllable types. The main reason we encourage students to learn syllable types and teach syllable division is to help students to decode unknown words. Understanding syllables help students to pronounce the vowel sounds in a multi syllabic word. Several rules can help guide in the division process.

Questions to Help with Syllable Division

• Find the Vowels. Ask are they together or apart? (to locate a vowel team)
• Look for any prefixes or suffixes you know and circle them first.
• Is there a Magic E or silent E spelling pattern
• Identify the Syllable Patterns.  (VCV, VCCV, VCCCV, VCCCCV, C+le, VV).
• How many syllables are there?

Why do we need Syllable Division Rules?

Our students gain valuable advantages when they learn syllable division. Syllable division rules give students an efficient way of approaching difficult vocabulary, giving their reading greater accuracy and comprehension. It’s like having another tool in their arsenal!

To accurately determine vowel sounds, it is essential to teach the importance of both syllable division rules and morphology. Prefixes/suffixes/ bases or roots can provide such valuable information when decoding a word. Practice with morphology alongside syllable division rules and syllable types is essential for fluent reading, spelling, and vocabulary development.

Morphology is extremely valuable and is my go-to strategy to divide words whenever possible. However, syllable division rules are necessary for the Orton Gillingham method as a stepping stone as children learn about how words work in a phonics program. So understanding syllable division rules are a great quick tool for students to decode new words.

What is a syllable?

Always begin your lesson plans on syllable division with an understanding that syllables start with the vowel! A neat way to remember this fact is that a syllable always has at least one vowel sound.

Vowels are the building blocks of syllables? Most words usually have as many syllables as they do vowels, but there are a few exceptions!

• A vowel team like “ou/ow” ee/ea ai/ay and diphthongs like “oi/oy” and ” au/aw” count only one vowel sound.
• The same goes for silent e’s – these don’t get their a separate syllable even though it looks like two separate vowels on paper because the silent e is not pronounced.
• Consonant+le is an exception; while the ‘e’ in this syllable in not pronounced at all in ‘bubble’ or ‘table’, this combo gets its very own (even if sneaky) syllable!

The Syllable Types

The vccv rule.

Teaching about syllable division can be a key to open up words for students – the key is to locate each word’s vowels. With the VCCV Rule with vowel consonant consonant vowel words, there are two consonants between the vowels we typically split the vowels between the 2 consonants. Help your learners understand why this pattern works!

This is the first syllable division rule I teach. Before using the VCCV Rule students must know about closed syllables before they can divide words. As an example, take ‘combat’ for instance: with a clear division between its two consonants the M and B letters, it can be separated into two distinct syllables – COM at one end, BAT at the other; each containing short vowels! If you need to understand how to teach open and closed syllables please check this blog post for syllable activities.

*Note when doing a split between 2 consonants make sure that if there is a blend for example bl or cr you count that as 1 consonant for division. Also never split consonant digraphs like <sh>, <th>, <ch>, <ck>,and ,<qu>, or a glued sound like onk, ink, ing, or a closed syllable exeption like ind, or old.

Teaching Syllable Division to Younger and struggling students

Students need to know that closed syllables always have a short vowel when dividing words. If students are fluent in reading closed syllables in a one-syllable word then they can read multisyllabic words. With a few simple rules to divide words even young or struggling students can read bigger words. Reading longer words gives students confidence. Give your students practice looking for spelling patterns of open and closed syllables.

The V/CV Rule & VC/V

In the word ‘rodent’ Underline the two vowels. The consonant <d> is the middle consonant between the two vowels. If we divide the word so that consonant is in the second syllable:

That will leave the first syllable open with a long vowel sound (because it ends with a vowel). Then divide the word: (ro-dent). This syllable division pattern is V/CV. It makes two syllables an open syllable with a long vowel sound and a closed syllable with a short vowel sound.

Make sure your students understand the concepts of open and closed syllables before doing this syllable division lesson.

In the word ‘finish’, Underline the two vowels the letter <n> is the middle consonant between the vowels. When the first vowel is closed in by a consonant in the first syllable it leaves the first syllable closed with a short vowel sound. fin-ish. This makes the syllable pattern VC/V. Both syllables are closed and the vowels will be pronounced with a short vowel sound.

The VCCCV Syllable Division Rules

When you have three consonants between two vowels. There is usually a consonant blend in the second syllable of the base word. If students do not see the consonant blend within the three consonants then point out the blend. Have them look for any blends such as <fl> or<gr> and then treat the blend as one consonant for syllable division and divide the base word as you do in a VCCV word.

Use the 1-2 rule. This rule says one consonant will stay in the first syllable and two consonants will go to the second syllable. The two syllables will be closed syllables closed in by consonants making the vowel short in both syllables..However, there are rare circumstances when this syllable division rule may not apply.

Never separate:

• units like glued sounds (onk, ink, ing, ong, etc)
• closed syllable exceptions (ild, ind, old, etc)
• if it’s a compound word that should be separated at word boundaries.
• Remember to teach and use morphology to divide the word whenever possible- ‘sub’ is a prefix meaning under and ‘tract’ is a bound base meaning to pull.

The VCCCCV Syllable Division Rules

Morphology – how language works at a structural level – becomes increasingly important in such cases. For example with the words instruct or construct. the prefix in- means “in” or “into” and the prefix con- means “with” or “together” and the bound base or root “struct” means “to build”. So if I ‘instruct’ you I build knowledge into you. If I ‘construct’ something I build up something. Why not practice making as many words as you can with the base “struct” as you can to see how valuable morphology can be for building words.

The Consonant le Syllable Division Rules

Traditionally we teach this as counting back 3 from the end of the word and dividing it. final stable syllable (consonant le) words are not difficult to read or spell but children need to have a good understanding and practice with open and closed syllables before tackling these words.

If you hear a long vowel sound in the first syllable like in the word ‘stable’ there will only be one consonant after the first vowel and will stay with the second syllable. But if you hear a short vowel sound in the first syllable then there will be a consonant to close off the first syllable and one to start the second syllable as in the word ‘little’.

With the C+le syllable division rule, we don’t underline the two vowels because the <e> in the final syllable is silent. That is why counting back three from the end of the word works better in this case. When using syllable division rules the habit of underlining vowels in a word only works with sounded vowels with single vowels or vowel teams not with silent vowels like the ‘magic e.’

The Morphology of the suffix le

It is good to look at the fact that <le> is actually a suffix which is easily seen in words such as “hand+le”, “spark+le” and “circ+le”. Other words have changed a bit in spelling over time such as ‘gamble’ was from (game+le) and “spindle” was from (spin+le).

The V/V Syllable Division Rules

Decoding vowel combinations can be a tricky task, especially when they are adjacent to one another but not part of vowel teams or diphthongs. In such cases, it is important to know that each of the two vowels has its own sound and that the two vowels do not share a sound as in a vowel team.  

The vowel in the first syllable often has a long sound in an open syllable and the second syllable is usually a schwa sound instead of a short sound. This rule presents quite a challenge for students so teachers often wait until later on in their lesson plans before introducing this concept.

Multisyllable Words & Multisyllable Silent E

When teaching dividing longer words, like two and three-syllable words look for morphology the prefixes, suffixes and bases or roots. If a student can not identify any then start at the beginning of the word and divide the word with the first two vowels, divide those syllables, then move on until you reach the end of the word. If a word ends in silent e in a multisyllabic word, it is not underlined for directing syllable division in words. It stays in the syllable with the sounded vowel it is next to.

With practice and guidance, kids will learn to master these syllable division rules so that they can read a variety of words with ease and confidence. Knowing the different types of syllables and how to divide them is a great way for children to become better spellers, readers, and writers in the future. With all these benefits, it’s easy to see why teaching syllable division is an important lesson for every student!

If you would like the Syllable Division Rules Posters in this post you can find a few sample posters here and more along with lots of syllable division activities in the bundle linked below. I also linked the morphology packs as well. If you have any questions please contact me. I love to hear from folks who read this blog!

Download the Free Syllable Division Sampler Pack Below

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K-2 Science of Reading Educational Resources

Syllable Division Rules

Syllable division rules show us how to break up a  multi-syllable word  into its  syllable parts . There are  six main syllable division “rules ” to guide us.

How is Syllable Division done?

• It all starts with the vowels. Find the vowels in the word. It helps to underline or highlight them.
• Find the patten of the consonants and vowels (VCV, VCCV, VCCCV, VCCCCV, C+le, VV).
• Use the syllable division rule (shown below) to divide the word into its syllable parts.

Why Should we Teach Syllable Division?

Learning the rules of syllable division provides our students with an effective strategy for chunking up those bigger words into more manageable parts. I see it as another “tool” for their “tool belt” that leads to more accuracy while reading.

Understanding syllable division also helps students to determine what the vowel sound will be. As I learn more, I see this works best when incorporated with morphology (think prefixes, suffixes, and roots). When I first learned syllable division, I only learned syllable division without the consideration of morphemes (which are the smallest units of meaning in our language). I now teach my students to look for familiar prefixes, suffixes, and even roots (for older kids) first. If there aren’t any, then begin syllable division.

To get to that point though, we need to teach them those syllable division rules and give them enough practice with them so that it becomes more automatic. All the while, I’m teaching new prefixes and suffixes to them so those can also become more familiar.  I think the two actually go together well. But I digress! Back to syllable division!

The first thing to know is that every syllable must have a written vowel. The very definition of a  syllable  is an uninterrupted unit of speech with one vowel  sound .

Syllable Division “Rules”

Here are the syllable division rules on one page:

  Here is a picture from my classroom: 

As I mentioned above, first thing to know about syllable division is that it’s all about vowels!

Every syllable needs a vowel , so we can determine (usually) how many syllables there are based on the number of vowels.

• Vowel teams and diphthongs count as one syllable even if there are two vowels because they work together to make one sound. 
• The exception of course is the syllable type consonant -le. This syllable is found in words like little, bubble, table. You cannot hear the e, but it does get its own syllable. It buddies with the l before it and the consonant before the l. More about that later, though!

The following slides show the main syllable division rules. 

Rule #1: Two consonants between the vowels: VCCV Pattern

The first syllable division rule is  VC/VC , which stands for vowel-consonant-consonant-vowel. Train your students to find the vowels in the word. They are our starting point. In words with the VCCV pattern, there are two consonants between the two vowels.  Usually , we split between those consonants.

See the step by step directions with blue and yellow letters below. (Before teaching this, you should teach your students about  open and closed syllable types .  For the word  basket,   split between the  s  and  k.   The first syllable is  bas  and the second syllable is  ket . Each syllable has a vowel.

Of course there are always exceptions.

• One  exception  is when there are  R or L blends , like in the word secret. We keep R and L blends together, so instead of splitting between those consonants, we keep them together and move them to the second syllable.
• We also  keep digraphs and units (ing, ink, ang, ank, ost, olt, ind, ild, olt) togethe r.  Never split those!

Rule #2 & 3: One Consonant between the Vowels: VCV Pattern 

There are two options here! This slide shows both ways.

More commonly, you would split VCV syllables the before that consonant. This leaves your first syllable open, so the vowel would be long.

• In the word  silent,  the letter l is the middle consonant between the vowels. We move that to be with the 2nd syllable: si-lent.
• In the word bonus, the letter n is the middle consonant between the vowels. We move that to be with the second syllable, leaving the first syllable open (because it ends with a vowel) bo-nus

Sometimes  though, we do the opposite. Sometimes, we split VCV syllables  after  the consonant. In this case, we close that first syllable, leaving that vowel short.

• In the word  robin,  the middle consonant b moves with the 1st syllable making rob-in. The first syllable rob is closed by the b.
• In the word visit, the middle consonant s moves with the 1st syllable making vis-it. The first syllable vis is closed by the v.

Rule #4: Three consonants between the vowels.

In the case of three consonants between the vowels, we usually split after the first consonant.

• In the word conflict , the letter nfl are between the vowels. The first consonant n goes with the first syllable and the other two (fl) go to the 2nd syllable: con-flict.

See below that there are the usual exceptions .

• We never split digraphs, blends, or units.
• Also, a word this big can often be a compound word. Instead, you would split between the two words.

Rule #5: Four Consonants Between the Vowels

This is super similar to the last one. Split after the first consonant, unless it is a compound word. There are not as many of these words, and honestly when you’re getting into words this big, I tend to shift my focus to morphology .

Rule #6: Consonant -le

On paper, I’ve always had this as #6, but I actually found myself teaching this one after #3 because it came up earlier since it is so common. A great example is the word  little.   

Following this rule, we see the -le at the end and count one back to make lit-tle. Consonant +le in this word is t+le.

This is the syllable type where there is no vowel sound.  You only hear the consonant and the /l/ or /ul/.

Rule #7: V/V

When there are two vowels next to each other, but they are not vowel teams or diphthongs (more than one letter making one sound together), then you split between the vowels. These two vowels do not share a sound. I think this is the hardest for my students to decode usually. I wait to teach this one because it can be very confusing!

That first vowel is always long and that second one usually sounds like a schwa .

Compound Words

I’ve already mentioned this a few times as an exception to the other rules, but it’s really a rule all on its own. If the word is a compound words , don’t worry about the other rules, just split between those two words.

Affixes: Prefixes and Suffixes

I almost put this one first because it’s so important, but I didn’t want to confuse. It is super helpful for students to get in the habit of always looking for  prefixes  and  suffixes . This starts in kindergarten with the suffix -s!

I teach my students to always “chunk out” the prefixes and suffixes and to focus on the  base word  first. This requires direct instruction with all the different prefixes and suffixes.

In first grade, they commonly will see -s, -es, -ing, -ed, -er, -est, re and un. 2nd graders regularly see -ly, -ment, -ful, -less, -able, pre-, dis-, mis-, and so many more!

In some cases, suffixes like -ed don’t necessarily make a new syllable (jumped, camped, etc), while in others (rented, busted) it does make another syllable. But that’s even more reason to teach them about prefixes and suffixes! Our students will cover the -ed in jumped, then see only one vowel and one syllable. After reading  jump,  they will then uncover -ed and decide how to pronounce it “jumpt, jump-ed, or jumpd”.

You can learn more about this  HERE .

3 Syllable Words: 

When dividing a word with more than two syllables, first check for affixes (prefixes and suffixes). Then start at the left with the first two vowels, divide those syllables, then move to the right.

If you’re interested in just these   syllable division posters  and some practice pages with all syllable types , you can find them  HERE .  The practice  pages come in two formats: tabbed notebook (shown below) and also regular full-page worksheets.

Resources for Syllable Division

Here is a sneak peak of a few of the practice pages.

And because I’m so indecisive and have created and recreated so many posters over the years, I included all sets of visuals shown in this post. You can just choose your favorite and print!

However, if you already own my S yllable Division with Open and Closed Syllables , I also added these posters to that pack! You can find that  HERE .

(If you’re wondering what the  difference  is, this pack above has a lot more practice pages, but just focuses on open and closed syllables because it is part of my systematic units and has detailed lesson plans. The new, smaller pack above that has just the posters and 40 practice pages for all syllable division rules. It includes open and closed syllables then has another section with all the other syllable types. It is not part of the systematic units and does not have the detailed lesson plans.)

Here are a couple of syllable activities that I’ve done:

For these two, I put the first syllable in one color and the 2nd on another color. Students read the syllables and matched them to make real words.

This next activity was a review activity after learning all syllable types. I wrote words on note cards. I gave each student one at a time. They read the card to the group and then together we determined which pattern it followed. (Students would copy the word on their white board first and do the syllable division individually.) We sorted them into the correct column. The next day I used colored transparencies to chunk a certain syllable. For each word, I would ask for the first or second syllable.  Students would say the syllable and then we would highlight that part.

What are Syllable Types?

This post is all about the syllable  division rules.  But you also will want to know the syllable  types . As I mentioned above, I have a pack that focuses on syllable division with  only   open  and  closed  syllables, which are  two  of the  7 syllable  types .   Want to read about the other syllable types? Click  HERE  to read more about  syllable types .

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