RF.1.3.C.i: Know Final -e Conventions for Representing Long Vowel Sounds
Skill
RF.1.3.C.i: Know Final -e Conventions for Representing Long Vowel Sounds
Standard
CCSS.ELA-LITERACY.RF.1.3.C: Know final -e and common vowel team conventions for representing long vowel sounds.
Description
Mastery: Student is able to isolate final -e convention in printed/written words containing final -e convention and knows letter-sound correspondence for a_e, e_e, i_e, o_e, and u_e in isolation.
Acquiring: Student is able to identify and categorize words with final -e convention to the appropriate long vowel sound with the aid of teacher or when referring to sound/spelling card.
Probes
T: What sound does ____ make? (show cards with a_e, e_e, i_e, o_e, u_e)
S: /ā/, /ē/, /ī/, /ō/, /ū/
T: What are the different spellings for the long __ sound? (/ā/, /ē/, /ī/, /ō/, /ū/)
S: a_e, e_e, i_e, o_e, u_e (student may also list other spellings, if he/she is familiar with variant teams, e.g. ai, ay, ee, ea, e_e, e, igh, etc; we are looking for the V_e pattern here)
T: Can you tell me which word makes the /ā/ sound? rack, rake, ram.
S: rake
T: Can you tell me which word makes the /ē/ sound? Pete, bet, pet.
S: Pete
T: Can you tell me which word makes the /ī/ sound? fine, fin, pit.
S: pie
T: Can you tell me which word makes the /ō/ sound? mop, cot, mope.
S: mope
T: Can you tell me which word makes the /ū/ sound? mute, nut, gut.
S: mute
T: What happens when there is a final -e at the of a syllable? (Silent E Rule)
S: The initial vowel says its name.
Activities and Resources
Small Group Instruction – Direct Instruction
- P.048 Variant Correspondences Silent “e” Changes
- Introduce VCe
- Introduce VCe (Long i)
- Introduce VCe (Long u, o)
- Reintroduce VCe Rule
- Emergent reader texts- silent e
During Transitions
- Song: “Magic E”- 2 min. 13 sec.
- Song: “That Magic e With Miss Jenny”- 1 min. 24 sec.
- Song: “Silent e”- 2 min. 8 sec.
- Song: The Bossy E
- “Silent e” by The Bazillions
Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity
Display (e.g. Anchor Chart):
Considerations & Reminders
Teachers have all kinds of ways to help students remember the “bossy e” in a word. One way to ensure that students understand what happens to the initial vowel is to explain and to teach them the rule with a rhymes, chants, or songs. Pick one chant, and consistently use it!