Silent E slideshow

1. Super Sneaky Silent E

2. Standard #8: Instructional Strategies
The teacher understands and uses a variety of
instructional strategies to encourage learners to
develop deep understanding of content areas
and their connections, and to build skills to
apply knowledge in meaningful ways.

3. IN Indicator(s)
• 1. RF.3.3 Add, delete, or substitute sounds to
change single-syllable words.
• 1.RF.4.3 Apply knowledge of final –e and
common vowel teams (vowel digraphs) for
representing long vowel sounds.

4. Instructional Strategies
• Flash Cards
• Reading
• Listening to and learning a song about silent ‘e’
• Letter ‘e’ game
• Group game
• Creating new words with current words
independently (spelling and pronunciation)
• Repeating words verbally with and without the ‘e’

5. Objectives
• Students will learn that when they see a work with silent ‘e’,
they do not pronounce the ‘e’.
• Students will be able to recognize that short vowel signs
transform into long vowel sounds when there is an ‘e’ at the
end of a word.
• Students will be able to recognize simple words that end in
silent ‘e’; they will be able to spell and pronounce them
correctly.

6. Motivation

7. Goal for Learner
• Students will learn when silent e comes into
play. We will also what words the ‘e’ really
does not say much in (come, home) and
words where the letter ‘e’ really shouts
another vowel sound out loud.

8. New Information
• Silent e- when it is and when it isn’t really
silent
• Students will be able to recognize that short
vowel signs transform into long vowel sounds
when there is an ‘e’ at the end of a word.

9. Checking for Understanding
• I will show flash cards and ask students
individually to read the word they see (if they
cannot read it, I will ask them look at the
picture and try to guess).

10. Modeling
• I will provide words that demonstrate when
the ‘e’ is silent and when the ‘e’ causes the
vowel to say its name.
• I will also provide a poster that gives clues
about what the ‘e’ can cause other letters to
do.

11. Guided Practice
• Students will use letters in their baggy to
create a word that ends in silent ‘e’. Students
will collaborate in coming up with additional
words that the silent ‘e’ can be found in.
• Students can practice words individually with
flashcards given to them

12. Practice
• Students will observe the chart and
independently create new words by adding an ‘e’
to the end of the current word. They will tell the
class the word they created when called on
individually.
• Students will work in teams to unscramble letters
in their baggy and create a word without the ‘e’
and with the ‘e’.
• Students will work in partners practicing
pronunciation of the given word found on the
flash cards.

13. Assessment
• Ask the students “Did you notice the
difference between the pronunciations when
the word had an ‘e’ at the end compared to
when it did not?”
• Ask students to list five silent ‘e’ words on
their own without help and pronounce the
words correctly.

14. Extension
• I will provide a fill in the blank worksheet.
Students will complete the sentences with
words on their that we discussed. For
example, “The kite can fly high.” “The dog
jumped over the gate.” “The cat came to my
home for dinner.”

15. Closure
• “Today we learned how to pronounce words with ‘e’ at
the end correctly. This will help you become a better
reader and writer.”
• Students were able to recognize and identify words
with silent ‘e’ endings.
• Students were able to pronounce the words correctly.
• Students demonstrated their understanding of silent ‘e’
ending words by pointing out the difference win
pronunciation when there is an ‘e’ at the end of the
word and when there is not.
• Students were able to independently come up with
words that end with silent ‘e’.

16. Materials Needed
• Cut-out e’s
• Facemasks, mustaches
• Flash cards
• Pencils
• Worksheets
• Glue stick
• Word lists
• Silent E Poster