Plan for Students Learning

Planners Name: Mica Lewis Topic: Phonics- small group

Title of Lesson: Silent -E Grade Level: 1
Academic Standards for Lesson
CC.1.1.1.D Know and apply grade level phonics and word analysis skills in decoding words
Identify final -e words.
Essential Question
How can I use final e to decode unfamiliar vowel sounds?
Objectives (as many as needed for the lesson, usually no more than three):

Objective 1: Students will identify final e words to decode new long vowel words.

Learning Activities
1. Introduction/Activation Strategy: Teacher will sing silent e song with students to
introduce how silent e can alter short vowels. The words of the song will be viewed,
and students will be encouraged to sing along.
2. Instructional Strategies/Learning Tasks:
a. Model/Explicit Instruction: A silent e is added at the end of a word, and changes
the short vowel to a long vowel. (The e makes the vowel say its name.) The e does
not make a sound however, and remains silent. An example of this is the word hop.
Then add the e to the end of the word hop, which now becomes hope. The e
makes the o long, and makes it say its name. Hop becomes hope.
i. Checking for Understanding: Practice some more words. The teacher
presents flash cards of short vowel words, such as bit, rip, bat, not, and tub.
Then the teacher presents the letter e, and adds it at the end. The students
sound out the new word together.
ii. Questioning Strategies: thumbs up for understanding, thumbs down if
students do not understand.
b. Guided Practice: Ask the students to think of some more silent e words. Ask
students if they can give some examples of silent e words, and write them on
the board. Be sure to demonstrate how the e changes the sounds in the word.
c. Independent Practice: Students will play silent -e bingo. The teacher will present
a picture, and the students think of the word that describes the picture. The students
search for the word on their bingo sheets, and decide if the word has a silent -e or
not.
3. Closure: The students read the book Silent E from ReadingAtoZ.com
Differentiation: Content, Process, or Product
This activity will be completed in homogeneous groups, so it is already differentiated.
Assessment: Formative or Summative
.
1. Formative Assessment (process): All assessments are formative and will be
 conducted throughout this lesson to make sure the students are able to understand and
apply the concepts
Rubric/Checklist:
Materials/Resources/Technology
1. Materials students will need: none
2. Materials teachers will need: song, flash cards, white board, bingo cards and chips,
pictures, silent e books.
3. Teachers preparation for the lesson:
Reflection (responses regarding strengths, areas needing improvement for next time, and
ideas for follow-up)