Katherine McCartha

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

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.

References:
Adam, Marilyn, J. (1990). Beginning to Read: Thinking and Learning about Print. A summary prepared by Steven A Stahl, Jean Osborn, Fran Lehr
Eldridge, Lloyd J. (1995). Teaching Decoding in Holistic Classrooms.