Silent E: 1, 2, 3!
In the year two lesson plan Silent E: 1, 2, 3!, children will learn about the role the silent E plays when reading certain words. With the help of a sing-along, choral reading, word scrambles, and more, learners will gain practise reading and differentiating between words with short vowel sounds (e.g., mad, rip, and dot) and words that have a silent E and therefore make the long vowel sounds (e.g. pie, plate, and home). By the end of the lesson, children should have a much broader understanding of the role the silent E plays in letter-sound relationships.
- Students will read words with long vowels A, I, and O with a silent E.
- Students will rearrange letters to correctly spell words with final E spellings.
- Students will be able to recognise the difference between words with short vowels and long vowels.
- Introduce the lesson by singing a song with your students.
- Display the Silent E SongOn either the interactive whiteboard or a piece of chart paper.
- Invite your students to sing along. The song is to the tune of The Farmer in the Dell.
Explicit Instruction/Teacher modeling(5 minutes)
- Tell your students that some words have a silent E that makes a vowel say its name.
- Explain that sometimes A has a short sound, and sometimes it has a long sound. Demonstrate the two different sounds. For example, CatHas the short A sound while CaveHas the long A sound.
- Repeat these steps with the vowels I and O. Potential demonstration words include: Rip, ripe, dot,And Tone.
Guided practise(10 minutes)
- Review short and long vowel sounds (A, I, and O) by having the students participate in choral reading and blending.
- Tell your students that when you count to three, they need to say the word that you point to.
- Display the Short A/Long A poster on the board, and guide the students through saying each sound as you point to the corresponding letter.
- After blending the individual sounds of each word, count to three and have the students say the full word.
- Point out the differences between words with short vowels versus long vowels. Potential discussion questions include: What shape does your mouth make when you say a word with a short A versus a long A?
- Continue blending with the Short I/Long I and Short O/Long O charts.
- Display the game Silent E School Bus Stop SpellingOn the SMART Board. Play the game as a class, or have your students play the game on individual devices.
Independent working time(10 minutes)
- Have your students complete the Silent E Scramble worksheet.
- For students who may have difficulty recognizing individual sounds, use a blending procedure and work with students in a small group, calling the letters out sound by sound and having the students locate them.
- For students who may need prompting, provide the first one or two letters for each word, either writing them on the worksheet ahead of time or providing them at the beginning of independent work time.
- Enrichment:Have the students play the Silent E Match game.
- Support:Print out the Silent E Flashcards, and have each child colour all letters except the long vowel and silent E. Have students use a glitter pen to trace over each long vowel and silent E. After allowing the glitter glue to dry, send the flashcards home with the child to practise with a parent or retain the cards in the classroom for future practise. Alternatively, assign the Silent E Words worksheet to students who might need more help.
- You can use a SMART Board or other interactive board to display words. Have students trace the long vowel and the silent E with a different colour from the rest of the word.
- Using the Assessment Chart, work with students individually during this workshop or at the end of independent work time. Write the words from the Short and Long Vowel Poster at the top of the chart.
- Ask your students to read the words displayed on the Short and Long Vowel Poster, and document which words they read correctly.
Review and closing(5 minutes)
- Clap it out! Display and review difficult words by having the students clap the words out, one sound at a time. Ask your students to clap each time they say a sound.
- After all sounds are complete, have them say the word. This could be combined with another body movement such as jumping, showing “fireworks” with their fingers, etc.