Elementary schools in bothell wa: Uh oh. We’re very sorry.

Top 10 Best Bothell, WA Public Elementary Schools (2022-23)

For the 2022-23 school year, there are 19 public elementary schools serving 12,508 students in Bothell, WA. The top ranked public elementary schools in Bothell, WA are Cedar Wood Elementary School, Mill Creek Elementary School and Shelton View Elementary School. Overall testing rank is based on a school’s combined math and reading proficiency test score ranking.

Bothell, WA public elementary schools have an average math proficiency score of 71% (versus the Washington public elementary school average of 52%), and reading proficiency score of 77% (versus the 59% statewide average). Elementary schools in Bothell have an average ranking of 10/10, which is in the top 10% of Washington public elementary schools.

Minority enrollment is 56% of the student body (majority Asian), which is more than the Washington public elementary school average of 50% (majority Hispanic).

School (Math and Reading Proficiency)

Location

Grades

Students

Rank: #11.

Cedar Wood Elementary School

Math: 92% | Reading: 93%
Rank:

Top 1%

Add to Compare

3414 168th St. Se
Bothell, WA 98012
(425) 385-7700

Grades: PK-5

| 698 students

Rank: #22.

Mill Creek Elementary School

Math: 85% | Reading: 85%
Rank:

Top 5%

Add to Compare

3400 148th St. Se
Bothell, WA 98012
(425) 385-6800

Grades: PK-5

| 639 students

Rank: #33.

Shelton View Elementary School

Math: 83% | Reading: 84%
Rank:

Top 5%

Add to Compare

23400 5 Av W
Bothell, WA 98021
(425) 408-5200

Grades: PK-5

| 410 students

Rank: #44.

Lockwood Elementary School

Math: 82% | Reading: 84%
Rank:

Top 5%

Add to Compare

24118 Lockwood Rd
Bothell, WA 98021
(425) 408-5800

Grades: PK-5

| 583 students

Rank: #55.

Fernwood Elementary School

Math: 83% | Reading: 82%
Rank:

Top 5%

Add to Compare

3933 Jewell Rd
Bothell, WA 98012
(425) 408-4500

Grades: PK-5

| 757 students

Rank: #66.

Maywood Hills Elementary School

Math: 77% | Reading: 76%
Rank:

Top 10%

Add to Compare

19510 104 Av Ne
Bothell, WA 98011
(425) 408-5000

Grades: PK-5

| 586 students

Rank: #77.

Heatherwood Middle School

Math: 65% | Reading: 83%
Rank:

Top 20%

Add to Compare

1419 Trillium Blvd. Se
Bothell, WA 98012
(425) 385-6300

Grades: 6-8

| 991 students

Rank: #88.

Canyon Park Middle School

Math: 67% | Reading: 77%
Rank:

Top 20%

Add to Compare

23723 23 Av Se
Bothell, WA 98021
(425) 408-6300

Grades: 6-8

| 928 students

Rank: #99.

Skyview Middle School

Math: 69% | Reading: 76%
Rank:

Top 20%

Add to Compare

21404 35 Av Se
Bothell, WA 98021
(425) 408-6800

Grades: 6-8

| 1,183 students

Rank: #1010.

Westhill Elementary School

Math: 68% | Reading: 76%
Rank:

Top 20%

Add to Compare

19515 88 Av Ne
Bothell, WA 98011
(425) 408-5500

Grades: PK-5

| 439 students

Rank: #1111.

Canyon Creek Elementary School

Math: 70% | Reading: 73%
Rank:

Top 20%

Add to Compare

21400 35 Av Se
Bothell, WA 98021
(425) 408-5700

Grades: PK-5

| 914 students

Rank: #1212.

Woodmoor Elementary School

Math: 71% | Reading: 72%
Rank:

Top 20%

Add to Compare

12225 Ne 160
Bothell, WA 98011
(425) 408-5600

Grades: PK-5

| 699 students

Rank: #1313.

Woodside Elementary School

Math: 71% | Reading: 70%
Rank:

Top 20%

Add to Compare

17000 23rd Ave. Se
Bothell, WA 98012
(425) 385-7800

Grades: PK-5

| 525 students

Rank: #1414.

Northshore Middle School

Math: 64% | Reading: 74%
Rank:

Top 20%

Add to Compare

12101 Ne 160 St
Bothell, WA 98011
(425) 408-6700

Grades: 6-8

| 889 students

Rank: #1515.

Frank Love Elementary School

Math: 65% | Reading: 69%
Rank:

Top 30%

Add to Compare

303 224 St Sw
Bothell, WA 98021
(425) 408-4600

Grades: PK-5

| 494 students

Rank: #1616.

Crystal Springs Elementary School

Math: 57% | Reading: 64%
Rank:

Top 50%

Add to Compare

21615 9 Av Se
Bothell, WA 98021
(425) 408-4300

Grades: PK-5

| 552 students

Rank: #1717.

Woodin Elementary School

Math: 56% | Reading: 61%
Rank:

Top 50%

Add to Compare

12950 Ne 195 St
Bothell, WA 98011
(425) 408-5400

Grades: PK-5

| 497 students

Rank: #1818.

Northshore Special Services

Special Education School

Math: <50% | Reading: <50%
Rank:

Bottom 50%

Add to Compare

3330 Monte Villa Parkway
Bothell, WA 98021
(425) 408-7737

Grades: PK-12

| 35 students

Rank: n/an/a

Tambark Creek Elementary School

Add to Compare

4419 180th St. Se
Bothell, WA 98012
(425) 302-9200

Grades: PK-5

| 689 students

December 13, 2022

How To Guide: Parent-Teacher Conferences

Communicating early and often with your child’s teacher is an important aspect of ensuring your child has the best possible education. Yet, sometimes parent-teacher conferences can be stressful for a variety of factors. In this article we provide a how-to guide for making the most out of your parent-teacher conference experience.

December 12, 2022

What are the Benefits of Public School Over Homeschooling?

Choosing the right school for your child can be difficult, but homeschooling may not be the better option. Keep reading to learn more.

November 21, 2022

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Bothell, WA Elementary Schools

1. Home
2. Washington Elementary Schools
3. Bothell, WA Elementary Schools

Map of Bothell, WA with School District Boundaries

School	Type	Students	Student to Teacher Ratio	Free or Reduced Lunch	School District
Bright Horizons/bothell	Private	48	8. 0
C O Sorenson	Public	118	13.1	9%
Canyon Creek Elementary	Public	742	17.1	17%
Cedar Wood Elementary	Public	683	20.1	12%
Crystal Springs Elementary	Public	680	18. 9	26%
Evergreen Academy	Private	135	9.0
Fernwood Elementary	Public	860	19.6	9%
Frank Love Elementary	Public	761	19.8	22%
Heritage Christian Academy	Private	202	8. 0
Lockwood Elementary	Public	552	20.1	9%
Maywood Hills Elementary	Public	659	18.6	18%
Northlake Montessori & Cc	Private	96	16.0
Northshore Networks	Public	157	22. 4	11%
Northshore Special Services	Public	167		0%
Shelton View Elementary	Public	549	21.9	11%
St Brendan Parish School	Private	252	12.0
St Brendan’s Catholic Church	Private	252	12. 0
The Clearwater School	Private	48	12.0
Ucic Learning Center	Private	399	8.0
Westhill Elementary	Public	495	17.0	22%
Woodin Elementary	Public	615	17. 6	32%
Woodinville Montessori School	Private	353	8.0
Woodmoor Elementary	Public	830	17.0	26%
Woodside Elementary	Public	677	20.5	35%
Download this data as an Excel or CSV Spreadsheet

Listed below are all public and private grade schools located in Bothell, Washington. Click on the public or private elementary school to view that specific school’s details

If you are looking to move to Bothell, WA consider which grade school your children would attend.
Be sure to use the data below to make sure you are relocating to an area with the best possible schools before you look into
national moving companies, cross country moving companies, interstate moving companies,
or long distance movers. Also be sure to check Bothell, WA job listings if you still need a job in the area.

Click here to download this data

Number of Schools

Number of Schools in Nearby Cities

Number of Schools in Bothell Compared Statewide

Bothell has 24 school(s)

Number of Schools

	71. 666666666667
Bothell	29
	20.333333333333
	16.888888888889
	13.111111111111
	10.555555555556
	8.4444444444444
	7.3333333333333
	6.4444444444444
	6
	5.1111111111111
	4.8888888888889
	4
	4
	3. 1111111111111
	3
	3
	3
	3
	2
	2
	2
	2
	2
	2
	1.7777777777778
	1
	1
	1
	1
	1
	1
	1
	1
	1
	1
	1
	1
	1
	1

Student Enrollment

Student Enrollment in Nearby Cities

Number of Students in Bothell Compared Statewide

Bothell has 10163 students(s)

Number of Schools

	27697. 777777778
Bothell	11354.333333333
	7921.5555555556
	5927.3333333333
	5171.2222222222
	4049.7777777778
	3300.5555555556
	2660.3333333333
	2277.4444444444
	2065.8888888889
	1798.6666666667
	1655.6666666667
	1469.1111111111
	1302.1111111111
	1075. 7777777778
	983.66666666667
	852
	754.33333333333
	670.55555555556
	634.11111111111
	595.66666666667
	553.88888888889
	468.55555555556
	416.55555555556
	362.33333333333
	324.44444444444
	298.55555555556
	268
	236. 44444444444
	205.88888888889
	176.55555555556
	150.33333333333
	124.22222222222
	109.44444444444
	85.333333333333
	68.555555555556
	45.333333333333
	35.111111111111
	24.333333333333

Student Teacher Ratio

Student Teacher Ratio in Nearby Cities

Student Teacher Ratio in Nearby Cities

Mtlk Terrace	18. 1
Kenmore	18.4
Bothell	18.8
Woodinville	18.8
Lake Forest Park	19.9
Brier	20.4

Student Teacher Ratio in Bothell Compared Statewide

Bothell has a 18.8 student teacher ratio

Student Teacher Ratio in Bothell Compared Statewide

	5.2666666666667
	7.2444444444444
	8.5555555555556
	9.5222222222222
	10.366666666667
	11. 133333333333
	12.144444444444
	13.044444444444
	13.511111111111
	14.033333333333
	14.688888888889
	15.222222222222
	15.644444444444
	15.911111111111
	16.255555555556
	16.433333333333
	16.588888888889
	16.766666666667
	17.022222222222
	17. 211111111111
	17.322222222222
	17.455555555556
	17.6
	17.755555555556
	17.933333333333
	18.033333333333
	18.155555555556
	18.266666666667
	18.388888888889
	18.566666666667
	18.744444444444
Bothell	18.911111111111
	19.077777777778
	19. 233333333333
	19.4
	19.577777777778
	19.744444444444
	20.1
	20.622222222222
	21.677777777778

Free and Reduced Lunch Percentage

Free and Reduced Lunch Percentage in Nearby Cities

Free and Reduced Lunch Percentage in Nearby Cities

Woodinville	0.0738
Bothell	0.1626
Kenmore	0.1883
Brier	0.1902
Lake Forest Park	0. 2347
Mtlk Terrace	0.3878

Free and Reduced Lunch Percentage in Bothell Compared Statewide

Bothell has a 16.3&percnt; Free and Reduced Lunch Percentage

Free and Reduced Lunch Percentage in Bothell Compared Statewide

	0
	0
	0.055066666666667
	0.084722222222222
Bothell	0.13993333333333
	0.17524444444444
	0.22032222222222
	0.26207777777778
	0. 28475555555556
	0.29827777777778
	0.31335555555556
	0.33446666666667
	0.35353333333333
	0.38065555555556
	0.39585555555556
	0.41333333333333
	0.42922222222222
	0.44427777777778
	0.46606666666667
	0.47906666666667
	0.49075555555556
	0. 50696666666667
	0.51752222222222
	0.5321
	0.54046666666667
	0.5526
	0.56842222222222
	0.58883333333333
	0.60257777777778
	0.62625555555556
	0.64021111111111
	0.66317777777778
	0.68141111111111
	0.69212222222222
	0.72881111111111
	0. 75937777777778
	0.79578888888889
	0.81816666666667
	0.85146666666667
	0.89298888888889

Other Nearby Cities

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Site of school No.

25 Verkhnyaya Pyshma

As part of the Congress of Young Scientists in Sochi, the All-Russian Youth Robotic Competition “RTC Cup: Final” was completed, in which 42 teams from almost all regions of the Russian Federation and Belarus took part. Our team of children from school No. 25 also took part in these intellectual competitions in extreme robotics.

Our guys went through a difficult path to the Final, becoming winners and prize-winners of municipal and regional stages: Yaroslav Tansky (grade 10B), Tazieva Evgenia (9In class), Dmitry Zakharov (9B class) and Vyacheslav Stelnitsky (5M class).

According to the results of the competitions held at the beginning of December 2022 in the educational center for supporting gifted children in Russia, out of 15 participants in the Seeker nomination, fifth-grader Vyacheslav Stelnitsky showed the VI result. Ninth-grader Evgenia Tazieva earned an honorary Diploma of the jury “For the will to win”. Team leader Elena Alexandrovna Kuznetsova was awarded the Diploma “For promoting the development of youth robotics.”

Congratulations to the participants of robotic competitions on conquering yet another intellectual peak and we wish you new creative victories in the next competitive year!

On December 1-2, the regional stage of the competition of pedagogical skills “Young Teacher 2022” was held. With a large margin from all participants, the teacher of physical culture of our school Shaydullin Rustam Rafisovich won. The competition was attended by 28 winners of the city stages, according to the sum of points, 9 passed to the finalthe best participants.

In the first contest “Greetings” teachers in a creative way held a self-presentation. The second competition “2k1” determined the best in knowledge of the normative acts of educational activities, as well as the basics of trade union activity. In the third test, Rustam Rafisovich showed a fragment of a physical education lesson with elements of drill. The final test was the “Panel discussion” on one of the topical problems of education.

Rustam Rafisovich became the best of the best thanks to the high-quality training and support of the mentor, physical education teacher of the school, Popov Alexander Alexandrovich. We congratulate Rustam Rafisovich on his victory! And thank you for your help in preparing and mentoring Popov Alexander Alexandrovich . The school is proud of its teachers!

From December 1 to December 15, the fifth annual All-Russian online financial literacy test will be held, organized by the Bank of Russia together with the Agency for Strategic Initiatives. Anyone, starting with elementary school students, will be able to take part in the test and check how well he is oriented in financial matters. Since this year, financial literacy has become a mandatory part of the school curriculum, and passing the test can be a useful element to increase children’s interest in this topic, because. carried out in a game format.

Read more…

In the Sverdlovsk Region, tenth-graders are invited to preparatory courses before the first-ever regional stage of “Clever and Smart” in the Urals. The organizers of the Olympiad in the region are the Ministry of Education and Youth Policy of the Sverdlovsk Region, the Empathy Charitable Foundation of Mikhail Shelkov and the Golden Section Foundation for Supporting Talented Children and Youth.

Educational course “Clever and clever: on the way to knowledge” was developed by the Fund for Support of Talented Children and Youth “Golden Section”. First of all, it will be useful for those who aspire to get to the qualifying stage of the Olympiad in Yekaterinburg, but it will also improve their knowledge for all those who are fond of in-depth study of humanitarian subjects.

Read more…

When they celebrate

World Day of Remembrance for Road Traffic Victims is observed annually on the third Sunday of November. It is not a public holiday in Russia, however the country supports promotions associated with the date. In 2022, the event falls on November 20th. Honors were established by the Resolution of the General Assembly of the United Nations (UN) dated October 26, 2005 No. A / RES / 60 / 5 “Improving road safety worldwide”.

History and traditions of the holiday

International Day of Remembrance for Road Traffic Victims was founded in 2005. The prototype of such an event was the Roadpeace action, and the WHO was the initiator. The UN adopted a Resolution in which the governments of states recommended actions to reduce the number of accidents. The document appeared as a result of consideration of the report of the Secretary-General. The head of the United Nations outlined the facts that testified to the global crisis in the field of road safety. The chosen date has a symbolic meaning. It follows one week after Memorial Sunday, which takes place on the second Sunday of November in Western countries.

Conferences and seminars are held at the international level on World Day of Remembrance for Road Traffic Victims. Speakers speak about the effectiveness of the fight against road traffic accidents, successes and difficulties. Bills are proposed for consideration. Listeners invite representatives of the authorities. Special attention is paid to assistance to developing countries, a call for cooperation and the introduction of best practices.

Pupils of the detachment of Young traffic inspectors of our school took part in events dedicated to this day. Repeating the basic rules of road safety.

“Culture-Urala.RF” – an Internet resource about the cultural life of the Sverdlovsk region. It covers all areas, from theater to the visual arts, and all formats, from public institutions to private initiatives. The main objectives of the publication are the creation of a single information space in the field of culture of the Sverdlovsk region and ensuring the availability of information about the cultural life of the region.

November 20 is World Children’s Day. This is not an ordinary day. It was conceived not just as a holiday, but also as a day that would help draw public attention to the problems of children around the world, as well as to mutual understanding between the world of children and the world of adults.

At present World Children’s Day is celebrated in 145 countries all over the world. The holiday is dedicated to activities aimed at ensuring the well-being of children around the world.

On November 20, 1959, the UN General Assembly adopted the first Declaration of the Rights of the Child, which proclaimed the equal rights of children in the field of education, upbringing, spiritual and physical development, social security, regardless of nationality, skin color, property status, social origin, etc.

The Declaration of the Rights of the Child called on all parents, authorities, government officials, any organizations to recognize the rights and freedoms of the child, to observe them and to contribute with all their might to their implementation.

Plan for the All-Russian Day of Legal Aid to Children

The Olympiad is held with the support of the Safe High-Quality Roads national project in order to raise the awareness of schoolchildren and their parents about road safety issues on the website of the All-Russian Online Olympiad “Safe Roads”.

Interactive tasks test how well junior and high school students know the rules of the road and understand how to behave as a pedestrian and passenger, while driving a bicycle, scooter or other means of personal mobility.

Training tasks before the Olympiad and explanations to them in case of mistakes help to better remember the rules of the road

For questions about participation and holding the Olympiad, contact the OBZh teacher in room 165 Chachagorova Natalya Vladimirovna

More articles…

1. Library lesson “Creativity D.N. Mamin-Sibiryak”

2. Our school is celebrating its anniversary!

3. Appeal of the head of the Verkhnepyshminsky traffic police department Igor Kaptiev to parents and drivers in connection with the onset of autumn holidays

4. Within the framework of the All-Russian action “Lesson of Numbers”, a lesson “Artificial Intelligence in Startups” was held in the Sverdlovsk Region

The concept of a syllable.

Theories of the syllable. Syllabic and non-syllabic sounds in Russian. Types of syllables. Moscow State University of Printing Arts

The concept of a syllable. Theories of the syllable. Syllabic and non-syllabic sounds in Russian. Types of syllables. Moscow State University of Printing Arts

In English, it is customary to distinguish 4 types of syllable:

1. An open syllable ends with a vowel. In English, a syllable is conventionally considered an open syllable followed by a consonant + an unpronounceable final “e”
.
The vowels in this syllable are pronounced the same as they are called in the alphabet.

2. A closed syllable ends with a consonant. In this type of syllable, vowels convey short sounds.

3. The third type of syllable is a syllable in which a vowel is followed by the letter “r”
(at the end of a syllable) or “r”
+ consonant. In this syllable, all vowels convey long sounds.

4. The fourth type of syllable is a syllable in which the combination “r” follows the vowel
+ vowel. In this syllable, all vowels convey long and complex sounds.

English Vowel Reading Rules

To listen, click on the highlighted word.

Features of pronunciation of vowels.

1. If a word consists of two or more syllables, namely, it contains two or more vowels, then the letter e
at the end of a word is not pronounced. ex: die
,
, bottle
.
2. If the word consists of one syllable and ends with the letter e
, which in this case will be the only vowel, then the letter e
is pronounced as in the alphabet. For example: me
, he
, she
.
3. If the word consists of one, two or more syllables and ends in ee
, then this combination is always stressed and pronounced like. For example: fee
, employee
, see
.

The rule of open and closed syllables affects the pronunciation of vowels in English.
A stressed syllable is said to be open if it ends in a vowel followed by no consonant, or if it ends in a consonant followed by another vowel. For example, me
, tea
, play
or ending in a consonant followed by a vowel, as in place
, truly
, precise
.

4. Stressed vowels in an open syllable a
, e
, u
, i
, o

a
– place
, may
, play
, take

e
– fee
, me
, tea
, meters

u
– true
, truly
, plume

u
– pure
fuel
, due

i
– tie
, nice
, tiny

o
[əu] – bone
, toe
, go

A stressed syllable is said to be closed if it ends in a consonant that is not followed by a vowel. For example: pot
, tips
, pattern
, doctor
, but
, sector
. All these words have a closed syllable, that is, a syllable that ends in a consonant, as in the words: pot
, tips
, but
; or followed by another consonant, as in the words: pattern
, doctor
, sector
.

5. Stressed vowels in a closed syllable a
, e
, u
, i
, o
is pronounced like this:

a
[æ] – bag
, pattern
, flag
, exam

e
[e]- bed
, message
, met
, pretend

u
[Λ] – but
, must
, button
, disgust

i
[i] – insist
, pin
, tips
, pistol

o
[ɔ] – bottle
, long
, box
, lock

There are many exceptions to the rules for open and closed syllables.

6. Vowel a
before consonant s
followed by another consonant reads: pass
, master
, past
.
7. Vowel a
before consonant th
is pronounced like: father
, path
, rather
.
8. Vowel a
before consonant w
in a closed syllable is pronounced like [ɔ] or [ɔ:]: want
, was
wander
.
9. Vowel a
before l + consonant
is pronounced [ɔ:]: walk
, also
, false
.
10. In a closed syllable, vowels a
, i
, y
before consonant + le
are pronounced like in an open syllable: title
, maple
, cycle
, tables
, idle
.
11. Vowel o
before consonants m
, n
, th
, v
is pronounced like [Λ]: front
, some
, dove
, brother
, glove
, won
, mother
, come
.
12. Vowel o in words like host
, most
, post
is pronounced as in an open syllable [əu].
13. There are also isolated exceptions, such as the words: put
, pull
, push
, where the vowel u is pronounced like [u] in a closed syllable, or the word give
, where in the open syllable the letter i
is pronounced the same as in closed.
14. Stressed vowel y
in an open syllable is pronounced like: sky
, fly
, type
.
15. Unimpacted y
at the end of a polysyllabic word is pronounced like [i]: happy
, truly
, ferry
.
16. In a closed syllable, stressed y
is pronounced like [i]: myth
, rhythm
, system
.

RULES FOR READING CONSONANTS:

Features of pronunciation of some letters at the beginning of a word.

The letter w is not pronounced at the beginning of a word
if followed by r
: wrong
, write
, wrist
.
No letter at the beginning of a word g
and k
if followed by n
: knight
, knot
, gnat
, gnaw
.
If the combination wh is at the beginning of the word
then letter h
is not pronounced in this combination: what
, where
, white
.
However, if after the combination wh
followed by the vowel o
, then the letter w is not pronounced
, not h
: who
, whose
, whole
.

Features of pronunciation of some letters in the middle of a word.

In the middle of a word combination ng
pronounced like [ŋg]: angry
, finger
, singer
.

Features of pronunciation of some letter combinations at the end of a word

Unstressed letter combinations at the end of a word er
, re
, or
, unlike drums, pronounced like [ə]: , brisque
.

Features of pronunciation of some letters in combination with other letters.

Letter c
is pronounced as [s] if it comes before the letters e
, i
, or y
: cycle
, cells
, pieces
, circus
, precise
, cynic
c
is pronounced like [k]: cat
, cut
, pack
, back
, clock
.
Letter g
is pronounced as if it comes before the letters e
, i
, or y
: college
, germ
, giant
, Gipsy
, gym
, prodigy
. In all other cases, the letter g
is pronounced like [g]: guest
, game
, flag
, magnetism
, saga
, plug
.
However, there are a number of exceptions to this rule, where, despite the combination with the above letters, the letter g
is pronounced like [g]: give
, girl
, bagger
, finger
and others.

The reading of a vowel depends on the letters adjacent to it and on the type of syllable in which it is found.

Open syllable

A syllable is considered open if it ends in a vowel (to-tal, ri-val, bi-ble, mo-tor). The vowel in this case gives a long sound – that is, it is read as in the alphabet. Words with silent “e” also belong to this type. For example:

• take
• Pete
• kite
• nose
• cute

Some monosyllabic words are also open syllables. For example, me, she, he and no, so, go.

Closed syllable

A closed syllable is the most common orthographic unit of the English language; it makes up about 50% of the syllables in the text. A closed syllable ends in one or more consonants, and the vowel in this case is read briefly.

There are a lot of closed monosyllabic words in English (cat, pin, hen). If , starting with a vowel, is added to them, the consonant before it is doubled. This is done in order to avoid changing the sound. For example:

• hat-ha tt
  and
• pin – pi nn
  ed
• hot-ho tt
  est
• red – re dd
  ish
• cut – cu tt
  ing

The syllable “vowel + r”

The third type of syllable is that in which the letter “r” follows the vowel. At the same time, the vowel gives a long sound, and the “r” itself is not readable (c).

• car
• herb
• girl [ɡɜːl]
• form
• turn

Double “r” does not affect the sound of the vowel. In this case, the syllable is read as closed. Compare:

• smi r
  k – mi rr
  or [ˈmɪrə]
• cu r
  l – cu rr
  ent [ˈkʌr(ə)nt]
• po r
  t to rr
  ent [ˈtɒr(ə)nt]

Vowel + re

In a syllable of this type, the letter “r” is also not readable, and the vowel forms a diphthong.

• dare
• more
• hire [ˈhaɪə]
• core
• pure

The syllable “consonant + le”

Sometimes this syllable is singled out – it occurs only at the end of a word. If there is one consonant before -le, the syllable is read as open. If there are two consonants before -le, it is read as closed. Compare:

• ta bl
  e [ˈteɪbl] – da bbl
  e, ti tl
  e [ˈtaɪtl] – li ttl
  e [ˈlɪtl]
• bu gl
  e – stru ggl
  e [ˈstrʌɡl], ri fl
  e [ˈraɪfl] – sni ffl
  e [ˈsnɪfl]

Not every consonant occurs in combination with -le
. Here are those that are typical for the English language:

• -ble (bubble) -fle (rifle) -stle (whistle) -cle (cycle)
• -gle (bugle) -tle (brittle) -ckle (pickle) -kle (tinkle)
• -zle (dazzle) -dle (bridle) -ple (staple)

Vowel combinations (digraphs)

A digraph is a combination of two letters that are pronounced as one sound.
In the case of vowels, this can be a long, short sound or a diphthong. Most often, digraphs are found in old Anglo-Saxon words, the pronunciation of which has undergone changes over hundreds of years: thief, boil, hay, boat, straw. They are read according to special rules, but they have many exceptions, so such words must be memorized gradually and systematically.

Basic vowel digraphs

A vowel combination is not a digraph if these vowels belong to different syllables. In this case, the first vowel is read as in an open syllable, and the second is in an unstressed position and gives the sound [ə]. For example: lion [“laɪən], diet [ˈdaɪət].

syllable
– a sound or a combination of sounds united by a wave of sonority, that is, the degree of sonority (glasnost). This is based on the specifics of the work of our speech apparatus, according to which breathing is associated with the work of the vocal cords, and their maximum tension is sonority. As a rule, the syllable-forming sound is a vowel, but if for some reason there is no vowel in a given rhythmic grouping of sounds, its role can be taken by sonorant (r, l, m, n) and even noisy: Sh-Sh … TS-S -S … And vice versa, the vowel may lose its “syllabicity” – in diphthongs: AU, OH (KOYKA).

From the point of view of education, from the physiological point of view, a syllable is a sound or several sounds pronounced with one expiratory impulse.

From the point of view of sonority, from the acoustic side, a syllable is a sound segment of speech in which one sound is distinguished by the greatest sonority in comparison with neighboring ones – the previous and the next. Vowels, as the most sonorous, are usually syllabic, and consonants are non-syllabic, but sonorants (r, l, m, n), as the most sonorous of the consonants, can form a syllable. Syllables are divided into open and closed depending on the position of the syllabic sound in them. An open syllable is a syllable ending in a syllable-forming sound: va-ta. A closed syllable is called a syllable ending in a non-syllable sound: there, barking. A syllable that begins with a vowel sound is called undisguised: a-orta. Covered is a syllable that begins with a consonant sound: ba-tone.

Theories of the syllable

There are several theories of syllable and syllable division.

1) Expiratory theory
(“expiratory”): a syllable is a combination of sounds pronounced by one push of exhaled air. This theory does not explain cases of gaping vowels in a word, where on one exhalation there are two syllables (ay>),
and, conversely, cases of a junction of three or more consonants, where two or more exhalations per syllable {alloy).

2) Sonor theory
(Moscow Phonological School, R.I. Avanesov) examines the syllable through the acoustic properties of speech – described in the textbook. According to this theory, the syllable is a wave of sonority; combining sounds in ascending order around the reference sound with the greatest degree of sonority. Sounds are assigned a sonority index: noisy deaf -1, noisy voiced – 2, sonorous – 3, vowel – 4.

3) T
tension theory
: According to the theory of tension or articulatory theory, which was put forward by the Soviet linguist Lev Vladimirovich Shcherba, the syllable is formed due to articulatory muscle tension, which increases towards the top of the syllable (that is, the vowel and sonorant sound), and then subsides. Tension thus acts as an analogue of sonority, and, indeed, it also decreases in the direction from vowels through sonorants to voiced and voiceless consonants. In this case, the syllable is interpreted from the point of view of the unity of the pronunciation impulse (which, accordingly, explains its – syllable – indivisibility).

4) Dynamic syllable theory:
According to the dynamic theory, the syllable is considered as a complex phenomenon, which is determined by the action of a number of factors: acoustic, articulatory, prosodic and phonological. According to the dynamic theory, the syllable is a wave of intensity, force. The loudest, strongest sounds in a word are syllabic, the less strong are non-syllabic.

Russian linguistics has not developed a single definition of syllable, although the problem of syllable and syllable division of a word has long attracted the attention of researchers in Russian phonetics: V.G. Trediakovsky. A significant contribution to the development of this area was made by such well-known domestic linguists as L.V. Bondarko, L.R. Zinder, M.V. Panov, R.I. Avanesov, L.V. Shcherba. Several theories of syllable and syllable division have been created, which are based on different approaches to the syllable and, more broadly, to phonetics and different aspects of the study of the syllable.
From the point of view of representatives of the expiratory (physiological) theory, a phonetic syllable is a sound stream pronounced with one expiratory push. By conducting an experiment with a candle flame, supporters of this theory tried to demonstrate the legitimacy of this approach. If you pronounce the words tom over the flame of a candle, then the flame will tremble once, and in the word dark – twice. But this theory does not explain why in the word spray the flame of the candle sways twice.

Proponents of the sonor theory define a syllable based on its acoustic features. According to this theory, a syllable is a wave of sonority, therefore, sounds of varying degrees of sonority are grouped in a syllable. R.I. Avanesov, developing a sonor theory in relation to the Russian language, assigned indices to all groups of sounds, taking into account the degree of their sonority: vowels – 4, sonorants – 3, noisy voiced – 2, deaf – 1. For example, the word amplitude will correspond to a number of indices 431341424. Place syllable division will coincide with the place of maximum decline in sonority. The syllable element is the vowel; syllabic consonants are atypical for the Russian language, so they often develop a vowel in front of them – pronounced [zhyzin], [tiatar]. Noisy consonants are sometimes syllabic; a syllabic consonant is, for example, the sound [s] in the interjections ks-ks-ks (when a cat is called) or ts! (call for silence).

In the theory of muscle tension (dynamic), developed by L.V. Shcherba and his followers, understands a syllable as a segment of sound, pronounced by one push of muscular tension. In each syllable, muscular tension rises, reaches a maximum with the formation of vowels, and then falls with the formation of consonants. Usually, a wave of sonority coincides with a wave of muscular tension. This theory, however, allows us to draw a syllable boundary in the same word in different ways (spra-zha and spa-rye). According to the theory of muscular tension, the place of syllable division is influenced by the place of stress: the percussive sound, as the most intense, is able to attract adjacent consonant sounds: [shap-k], but [kA-pkan].
According to the theory of explosive-implosive, put forward by F. de Saussure, sounds are divided into “connectors” (implosive) and “disconnectors” (explosive). For example, in the word Kola, syllables are distributed as follows: [kol-skiu]. Syllable division usually takes place in the same place as according to the theory of sonority.
Apparently, each of these theories, according to M.V. Panov, contains only part of the truth. Apparently, it should be recognized that in the Russian language there are cases of double and equally acceptable syllable division.

Syllabic and non-syllabic sounds in Russian

The division into syllables occurs next to the sound of the least sonority. Sonority – the audibility of sound at a distance. The sound that has the greatest sonority is the syllabic carrier of the syllable.

Non-syllabic – consonants, but consonants can also be syllabic, but only in fluent speech: in combinations of sonorants with noisy ones, additional syllabism may appear at the end and beginning of words. Rhythm, ruble, theatre.
Sonority can be indicated by numbers. 4 – sonorous vowel, 3 – sonorous sonorant, 2 – sonorous sound-noisy. 1 – deaf-noisy.

Types of syllables

Types of syllables are distinguished by the location of the syllable in the word, structure, degree of sonority, relation to stress.

1. According to the location of the syllable
   in a word, initial, non-initial (middle) and final syllables are distinguished: [р/\-bo-tъ].
2. By structure
   syllables are

• uncovered (begin with a vowel) and covered (begin with a non-syllable): [i-gla];
• open (ends in a vowel) and closed (ends in a consonant): [bir-ky].
• covered – a syllable with a consonant at the beginning, and uncovered
• plump – closed and covered [ juice}
  
• truncated from the beginning – closed and uncovered [ mind, lawsuit]
  
• truncated at the end [ mist]
  

1. According to the degree of sonority
   distinguish syllables

• constant sonority (consist of one vowel sound): in the word needle the first syllable [and] constant sonority;
• ascending sonority (sonority increases from consonant to vowel): for example, the second syllable in the word needle [gla] has sonority 234;
• descending sonority (sonority falls): for example, the first syllable in the word arch [ar] has sonority 43;
• ascending-descending sonority (sonority increases and then falls): the first syllable in the word asparagus has a complex sonority 1143 [spar-zh];
• descending-ascending sonority (the sonority falls and then increases): for example, the first syllable in the word mossy [. mossy-styj] has a sonority of 314.

1. Relative to stress
   syllables are divided into stressed and unstressed, among which one should distinguish between pre-stressed and stressed.

Traditionally, two classifications of syllables are considered as the most important: according to the final sound and according to the number of vowels.

I. By final sound
distinguish syllables:

1. open
   – that is, those that end directly with a syllabic sound and do not have a back periphery;
2. Closed
   – that is, those that end in a non-syllabic sound and, accordingly, have a back periphery.

In some languages ​​both named types of syllables are used equally actively, in others there are no closed syllables. In particular, the Proto-Slavic language belonged to the number of open syllable languages ​​at a certain stage of its development; At present, in Russian, closed syllables are possible, but they are used much less frequently than open ones – consonant groups that are in a position between two vowels are usually referred to the subsequent vowel in syllable division.

II. By the number of vowels
distinguish syllables:

1. Long
   – that is, those that include either a long vowel or a group of several consonants;
2. Brief
   – that is, those in which there is a short vowel and at the same time there are no groups of consonants.

syllable
is a sound or several sounds uttered by one expiratory push.

From the point of view of sonority, from the acoustic side, a syllable is a sound segment of speech in which one sound is distinguished by the greatest sonority in comparison with neighboring ones – the previous and the next. Vowels, as the most sonorous, are usually syllabic, and consonants are non-syllabic, but sonorous (r, l, m, n
), as the most sonorous of the consonants, can form a syllable. Syllables are divided into open and closed depending on the position of the syllabic sound in them.
open
called a syllable ending in a syllable-forming sound: wa-ta
.
Closed
a syllable ending in a non-syllable sound is called: tam, bark
.
naked
called a syllable that begins with a vowel sound: a-orta
.
Covered
called a syllable that begins with a consonant sound: ba-tone
.

The structure of a syllable in Russian obeys the law of ascending sonority. This means that the sounds in the syllable are arranged from the least sonorous to the most sonorous.

The law of ascending sonority can be illustrated in the words below, if the sonority is conditionally designated by numbers: 3 – vowels, 2 – sonorous consonants, 7 – noisy consonants. Water
: 1-3/1-3; boat
: 2-3/1-1-3; oil
: 2-3/1-2-3; wave: 1-3-2/2-3. In the examples given, the basic law of the syllable section is realized at the beginning of a non-initial syllable.

The initial and final syllables in Russian are built according to the same principle of increasing sonority. For example: le-to
: 2-3/1-3; glass
: 1-3/1-2-3.

The syllable division in the combination of significant words is usually preserved in the form that is characteristic of each word included in the phrase: us Turkey – us-Tur-tsi-i; nasturtiums
(flowers) – on-stur-qi-i
.

A particular pattern of the syllable division at the junction of morphemes is the impossibility of pronouncing, firstly, more than two identical consonants between vowels and, secondly, identical consonants before the third (other) consonant within one syllable. This is more often observed at the junction of a root and a suffix and less often at the junction of a prefix and a root or a preposition and a word. For example: odessite
[o/de/sit]; art
[i/sku/stvo]; breake down
[ra/become/sya]; off the wall
[ste / ny], therefore more often – [co / ste / ny].

In the speech stream, phrasal, clock and verbal stress is distinguished.

word stress
is called the selection during the pronunciation of one of the syllables of a disyllabic or polysyllabic word. Word stress is one of the main external signs of an independent word. Service words and particles usually do not have stress and are adjacent to independent words, making up one phonetic word with them.
: [under-city
th], [on-side
], [here-te-ra
h].

The Russian language is characterized by power (dynamic) stress, in which the stressed syllable stands out in comparison with non-stressed syllables with greater tension of articulation, especially the vowel sound. A stressed vowel is always longer than its corresponding unstressed sound. Russian stress is different: it can fall on any syllable (you
move, exit
dit, come out
be
). Diversity
stress is used in Russian to distinguish between homographs and their grammatical forms (about
rgan – org
n
) and individual forms of various words (mo
yu – mine
), and in some cases serves as a means of lexical differentiation of the word (ha
os – hao
With
) or gives the word a stylistic coloring (younger
c – mo
well done
). Mobility
and stillness
stress serves as an additional means in the formation of forms of the same word: the stress or remains in the same place in the word (ogor
d, -a, -y, -om, -e, -s, -ov
etc.), or moves from one part of the word to another (go
genus, -a, -y, -om, -e; -a
, -about
in
etc. ). The mobility of stress ensures the distinction of grammatical forms (ku
drink – buy
those but
gi – legs
etc.).

In some cases, the difference in the place of verbal stress loses all meaning: cf .: yours
horn
and creative
g, and
nache
and ina
che, oh
boo
and shoes
X
etc.

Words can be unstressed and weakly stressed. Functional words and particles are usually devoid of stress, but they sometimes take on stress, so that the preposition with the independent word following it has one stress: [on
-winter
], [per
-city
], [on
d-evening
].

Two-syllable and three-syllable prepositions and conjunctions, simple numerals in combination with nouns, connectives can be weakly stressed.
and become
, some of the introductory words.

Some categories of words have, in addition to the main one, an additional, secondary stress, which is usually in the first place, and the main one is in the second, for example: drêvneru
Russian
. These words include the words:

1) polysyllabic, as well as complex in composition (aircraft
nie
),

2) compound abbreviations (gôsteletse
ntr
),

3) words with prefixes after-, over-, archi-, trans-, anti-
and others (transatlanti
Czech, after October
Brsky
),

4) some foreign words (pôstskrit
ptum, postfa
ktum
).

Stroke
is called the allocation in the pronunciation of a more semantic word within the speech tact. For example.

syllable

syllable
is the smallest unit of speech sounds into which you can divide your speech into pauses. The word in speech is divided not into sounds, but into syllables. In speech, it is syllables that are recognized and pronounced. Therefore, with the development of writing among all peoples, syllabics first appeared in alphabets, and only then letters reflecting individual sounds.

The division into syllables is based on the difference in sonority between sounds. A sound more sonorous than neighboring sounds is called syllable-forming and forms a syllable.

A syllable usually has a top (core) and a periphery. As a core, i.e. syllable-forming sound, as a rule, a vowel appears, and the periphery consists of a non-syllabic (non-syllabic) sound or several such sounds, which are usually represented by consonants.