Hands-on+Activities

**The magic rabbit trick.**
I made a supply of construction paper rabbits with words on them (minus the silent "e"...for example one rabbit is labeled "cut"). Then I have a construction paper magician hat with a square cut out (so you can slide the rabbit behind the hat and read the word) and the letter "e" on the other side. First we quickly talk about what happens when a magician puts a rabbit in his hat. (turns into a bird, or whatever they come up with.) Once the rabbit goes into the hat, and the "magic e" is there, the word on the rabbit magically turns into a new word! (eg. cut becomes cute).

If I need to teach this skill as a "refresher" to older kids, I ask them how many have younger siblings or cousins. Then we talk about how sometimes they can be annoying and try to silently sneak up on us and pinch us... That's what the "e" at the end of the word is like. It sneaks up on the first vowel and pinches it! The first vowel screams out, but the only thing it knows to say is it's name

**//Activity 2://**
Students will need a white board and a bucket of magnetic alphabets.

Students used a movable alphabet to spell fourletter

long vowel silent-e words for objects, as shown in

Figure 4. This activity increased awareness of how an

‘‘e’’ at the end of a word changes the sound represented

by the preceding vowel. For example, as the word

‘‘tape’’ is being formed with movable alphabet letters

(before the final e is added), the word would be pronounced

as ‘‘tap’’ with a short a vowel sound. However,

the addition of ‘‘e’’ changes the vowel

sound represented by ‘‘a’’ from a short to a long sound.

The act of forming each word letter-by-letter helps

students to focus on the sound-spelling relationship.

Organizing the objects and cards into a neatly aligned

layout allows students to practice organizational

skills that support chart reading and making.

Activity 3:
words card activity game

[] Print all different words card with picture and put it in a bag let the student sort it according to the vowel sound Let student take one card out at a time and changing it with taking the magic e out of the words and see how the sound changes.



Activity 4:
Students find the words in the scrambled letters Bingo Cards These cards are about **Silent Final E Words**. Silent final "e" makes the vowel in the word say its long sound or its own name. For example, in "cake", the e makes the a say "A". These include words like bake, fake, hole, pale, and snake. We made the cards using [|Bingo Card Creator]. You can download a PDF file of eight cards ready to cut up and play.



Try one of the following:
 * Make your own custom bingo cards by [|signing up for the free trial] of Bingo Card Creator.
 * [|Download Eight Silent Final E Words Cards]
 * Download [|Adobe Acrobat Reader] (if you are having problems opening the cards).
 * See the [|word list for this card.]
 * Print out a call list.
 * Browse other cards in the [|Speech and Language] category or browse [|other categories].
 * [|Bookmark Us!] so you can come back tomorrow.
 * Want to link to this page? [|click here.]

List For Silent Final E Words Bingo Cards  Notes: How long a bingo game lasts depends on what pace you read the clues at and how many players you have. If you read faster, such as for older or more experienced students, or if you have more players, the game tends to end more quickly. In general, I suggest allocating between twenty and thirty minutes to a bingo game. Since they can potentially end as early as the fourth word called, though that is quite rare, I encourage you to keep playing in the event of the game being over earlier than you expected it to be. Almost 90% of bingo games with a 25 word list and 25 players will see their first bingo within 7 to 11 words being called.
 * bake || bone || cake || date || dive ||
 * fake || file || fine || gate || hide ||
 * hole || home || huge || life || none ||
 * pale || rake || ride || safe || sale ||
 * snake || time || wake || whale || while ||
 * 1) Print out your [|free Silent Final E Words bingo boards], or make custom ones with Bingo Card Creator. [|Click here] to get started.
 * 2) Give one card to each player.
 * 3) Call off words randomly, for example by using a call list. You can either just say a word, like "huge", or you can make up a more involved clue involving huge.
 * 4) When a word is called, each player should find it and mark it.
 * 5) The first player(s) to clear five words in any direction (horizontal, vertical, or diagonal) wins a small prize.

Activity 5:
__Arts__ Students will draw the pictures of the words as they read in the right side box and the picture of the word with silent e in the next box. This is a perfect activity for all students and specially for students will ELL learners.They see, read and draw. This activity will help all students specially kinesthetic learners to be able to remember and focus on the words, their meaning and pictures. This activity can be an individual, partner, small group or learning center activity. __Materials needed:__ Sheets of paper photocopied with two sections crayons and pencils object cards with pictures and words

Students are called to the table where all the supplies are laid out and they can work on it. Or teacher can call a group of students on the carpet and explain them the activity and provide them with the supplies. This activity can be modified for mild or moderate intellectual disability by printing the pictures on the sheet and let the students only color the pictures, another modification can be done by writing the words in dotted line and let the students go over it.

Activity 6:

 * = //Lesson Plan: The Silent E - Grade Level 1-2// = ||
 * This following lesson is a language arts lesson that can be used in 1st or 2nd grade depending on the level of your students. After this lesson, your students should be able to recognize words where you do not pronounce the letter “e”, understand that they will only pronounce the words that comes before the silent “e”, and recognize simple words that end in “e” and pronounce them correctly. This is a key phonics rule that will help your child or students learn to read. Download the lesson plan PDF to the right.

Concepts to be taught: The silent "e" and how it affects the pronunciation of a word.

1) Students will learn that when they see a word with a silent "e", they don't pronounce the "e". 2) Students will understand that they only pronounce the word before the silent "e". 3) Students will be able to recognize simple words that end in silent "e" and spell and pronounce them correctly.
 * Objectives:**

1) Copy of the Silent "E" Song 2) Flash cards of simple silent "e" words that have been cut up so each letter is separate. Keep each set of letters that spells a silent "e" word separate from the others so they don't get mixed up.
 * Materials needed:**

1) Begin by telling the students that they are going to learn about a sneaky little guy named Silent "E" that shows up at the end of words sometimes and can make them hard to read. 2) Next, tell them that they are going to learn some rules that will help them to outsmart the Silent "E" and be able to read and spell some silent "e" words. 3) Briefly explain the silent "e" rules by SPEAKING the first two verses of the song--l) Don't say the "e" 2) Only say the word before 4) Write some examples of these types of words on the board. It might be a good idea to use the words from the song (bake, cake, stove) along with a few others. 5) Now teach them the song. At the end of verse one, where the song says..."the 'e' sounds like this...." put your fingers up to your lips in a gesture of silence. Be sure to pronounce the words in verse four WITH the e sound at the end so the students can hear that it is incorrect to say the silent "e". 6) Allow them to sing the song through several times until they get a feel for it.
 * Procedure:**

After singing the song several times, give each student a set of letters that spells a silent "e" word. Tell them it is a word puzzle and you want to see if they learned how to curs-art Silent "E". Tell them the word you want them to spell with the letters and then let them sort through their puzzle. When they have spelled their word, have them practice writing it and saying it. Then have them trade word puzzles a neighbor. Send a copy of the Silent "E" Song home with so they can practice with their mom or dad.
 * Evaluation:**

Verse .l: When words end in silent "e", silent "e", silent "e". When words end in silent "e", the "e" sounds like this.(finger to lips) Verse .2: Only say the word before, word before, word before. Only say the word before, the word before the "e". Verse .3: If you say the silent "e", silent "e", silent "e". If you say the silent "e", then you'll sound like this..... Verse .4: Bakee a cakee in the stovee, in the stovee, in the stovee. Bakee a cakee in the stovee. Doesn't that sound weird? Verse .5: Now don't say the silent "e", silent "e", silent "e". Now don't say the silent "e", then you'll sound like this..... Verse .6: Bake a cake in the stove, in the stove, in the stove. Bake a cake in the stove, now doesn't that sound great?!!!! //**Repeat.**//
 * The Silent 'E' Song**

//lesson Plan: Silent E-Grade level-KG//
> Introducing "silent" or "magic" e > Closed syllables + e=silent e syllable This is a good page for introducing the silent e syllable. These words change from short to long vowel words; they're all real words. This is a page that should be practiced and drilled to mastery and automaticity. This language pattern shows up many, may times. Just as you demonstrated that adding a letter changed the sound of a word with closed syllables, you can demonstrate that here -- in this case, of course, the awesomely powerful "e" reaches over the consonant to empower the vowel to say its name. It is usually not powerful enough to reach over two consonants, though. You can tell the student that e is usually silent at the end of a word. Many students overgeneralize the "spell the letter it sounds like" concept, and spell words like "any" with an "e" at the end. Learning about silent e will help the student with a lot of other patterns, too. "Quit" and "quite" and "quiet" are words that are often confused -- give them a *lot* of practice. When they are mastered and automatic, the student may still be confused with "quiet." Rather than scramble all three, wait until "open syllables" to demonstrate that quiet is a more difficult word to read because it divides between two vowels -- "qui -- et." (If the word comes up in reading and is misread, add it to the word list and practice it as you would any other word.) Some students will be able to apply what they've learned about /g/ to the rag -- rage and hug - huge transitions; other students will need extra practice integrating the concepts. This is a good diagnostic tool; if the student has trouble integrating this, be prepared to provide extra drill and practice integrating skills later, as well. || cap || cape || * ask student what the "e" will do to the "g" sound.
 * mad || made ||
 * scrap || scrape ||
 * rag* || rage ||
 * bath || bathe ||
 * spin || spine ||
 * bit || bite ||
 * rid || ride ||
 * pin || pine ||
 * quit || quite ||
 * strip || stripe ||
 * slim || slime ||
 * con || cone ||
 * hop || hope ||
 * slop || slope ||
 * hug* || huge ||
 * cub || cube ||
 * pet || Pete ||

**__Lesson Plan__**
**Goals:** **Materials:** **Preparation:** **Procedure:** **Evaluation:**
 * Students will check words for final e.
 * Students will pronounce long vowel sounds in words with silent final e.
 * Magnetic letters
 * Metal board
 * Word cards showing words with and without final silent e (like rat/rate)
 * Dry Erase board, markers, eraser
 * Make a list of pairs of words with and without final silent e, such as sit/site, hat/hate, man/mane, and cub/cube.
 * Print a list of ten CVC and ten CVCe words in random order for testing.
 * Review CVC pattern words, such as man, rid, rip, cut, and hat. Use CVC words that have related CVCe pattern words.
 * Review the concept of short/long vowel sounds. Be sure all students can give both long and short sounds for all vowels on command.
 * Demonstrate how adding the silent final e changes vowel sounds by using the magnetic letters to spell a CVC word, reading it, then adding an e and reading it again.
 * Allow each student to manipulate the letters and other students to read the words. Repeat as needed.
 * Repeat step three in reverse: spell the CVCe words with magnets, then remove the e and read the CVC word.
 * Use the dry erase board. Give each student turns to spell a CVC word and add an e to make the CVCe word.
 * Give each student turns to make a CVCe word, remove the e and read the CVC word.
 * Have students read privately from the prepared list. Assess accuracy on both the CVCe and CVC words.

Lesson Plan:
Rationale: The silent "e" letter makes a distinct difference in the phoneme that each vowel makes. Children need to learn the phoneme for the vowel-consonant-silent e grapheme. The knowledge of the pronunciation difference is vital for a child's word recognition. Children must recognize that the silent "e" at the end enables the other vowel to be of the long vowel sound. This lesson will help children recognize the long vowel sound due to the "vowel-consonant-silent-e" pattern. They will recognize the difference in the vowels phoneme with CVC words verses the vowels phoneme with the CVCe pattern. They will then practice using the spoken words (phoneme sounds). (Teaching Decoding in Holistic Classrooms, J. Lloyd Eldridge). The correspondence we will focus on is a_e=/a/.

Materials: Primary paper and pencil, pocket chart with sentence strips using vowels with the CVCe pattern; a_e=/A/. a_e=A: Brave Lane scared the snake. Also needed, a list of words to be called out to the students to listen to and decide if the silent e is needed at the end or not. The word list will be written on cards: made, mad, cat, ate, fat, fate. The cards will be placed in the pocket chart. Letter squares (capital for long vowel sound and lower case for short vowel sound) in addition, the letters: m,d,t (Adaptations of: Letterbox Lessons)

Procedure: 1. Introduce the lesson by explaining that in out language, we record what we say by sometimes using the same letter to make a different sound. Many times we use the letter e at the end of a word to make the other vowel in the word. It makes the long vowel sound. Go through each vowel. 2. "Make the sound a_e=/A/ sound. Now make the a=/a/ sound." Use the letter squares to demonstrate the rest of the vowel phonemes (Upper case vocal gesture first then lower case). Place these letters in the pocket chart. 3. "Spell the word "mad" with the letter squares. "Pronounce this word." Then add the silent e to the end. "Is this word pronounced differently? Now pronounce 'at'. What happens to the a=/a/ sound when we add the silent e to the end?" Remove the letter e and have the students pronounce the word. Then place the e at the end of the word as the new word is being pronounced so theta the auditory change will e visual as well. 4. Let’s try a tongue twister. [On chart] " Brave Lane scared the snake." Everybody say it together three times. With a blank card, cover up the silent e in every word. Have the students pronounce the new pseudo word with the short vowel sound. This way, its will be clear that the silent e makes a distinct difference the vowel’s phoneme.  5. Read "Jane and Babe" and talk about the story. Read it again, and have the students raise their hands when they hear words with the long vowel sound.  6. Have students take out primary paper and pencil. The students are to write only the words where a silent e is necessary. The class will discuss which words are to be written. Place the words from the word list in the pocket chart. The students will copy the words once the correct ones have been identified. Display their work.

Activity 10:
The simplest magic-e activity is with our magic-e wand. If you haven't purchased one yet, you could make your own using glitter pipe cleaners. The pipe cleaners will not give the "magical" chime when waved like the metal magic-e wand does, but it is a great and cost-effective way to give your entire class a magic-e wand. Start out with the whole class showing examples of CVC words (mat, tap, cut), then use your magic-e wand to transform the words with the magic-e (mate, tape, cute). Then provide your class with their own pipe cleaners to make their own magic-e wand pencil toppers (I would remove the red glitter pipe cleaners and reserve them for teaching a red word lesson). Now, invite four children up to the front of the class to hold cards from your card pack. (I usually give the four kids doing the demo a pile of cards - beginning sounds person would have a lot of single consonants as well as beginning blends - vowel person would have all five short vowels - and the ending sound person would have several single consonants like: p, m, n, t, b, and d. The magic-e person is placed at the end of the word and holds the card while slowly turning around and around. When magic-e faces away from the word, the other students change their cards and the audience says the short vowel syllable. When the magic-e faces the crowd and completes the magic-e syllable, the students wave their wands and say the new (long vowel) syllable. Here are a few other ideas and games for teaching Magic-e: The students could also be encouraged to wave their own personal wands during dictation. <span style="background-color: #23130e; color: #6d645f; font-family: 'Lucida Sans','Lucida Grande','Lucida Sans Unicode',Tahoma,'Helvetica Neue',Arial,Helvetica; font-size: 12px;"><span style="background-color: white; color: black; font-family: Calibri,sans-serif; font-size: 13.5pt;">They could use their wands to go on a magic-e hunt of things around the room that have magic-e.