STEP 1
Phonics | Long Vowels | Final e
Develop Phonemic Awareness Have children say /ā/ every time they hear a word with the /ā/ sound. (Note: The word list that follows includes distractors.) Say: mat, mate, fad, fade, same, Sam, plate . Then guide children to orally blend and segment words with /ā/ and other long-vowel sounds. These two skills are directly related to
early reading and spelling development. Oral Blending: Say the following sounds:
Oral Segmentation: Say the following words: man, mane, fin, fine, hop, hope . Guide children to orally segment the words by sound. For support, use Sound Boxes and counters. Have children stretch the sounds in the word and then move one counter into a box for each sound. Children can also tap the sounds as they say them.
• /k/ /ā/ /n/ cane • /b/ /ī/ /k/ bike • /n/ /ō/ /s/ nose • /m/ /yoo/ /l/ mule
• /t/ /ā/ /k/ t ake • /p/ /ā/ /j/ page Guide children to orally blend the sounds to form each word.
Introduce the Sound-Spelling Write the word tap on the board and have children sound it out. Then add an e to the end of tap to form the word tape . Underline the a_e spelling, say the sound, then model blending the word. Write to Transfer Sound to Spelling: Tell
Articulation Support: Introduce the Articulation Cards for /ā/, /ē/, /ī/, /ō/, and /y oo/, and watch the articulation videos. Model how to make each sound. Have children practice using handheld mirrors or working with a partner. Provide corrective feedback.
children that the letters a_e work together, like a team, to make a new sound—the long-vowel sound /ā/. The vowel says its name, and the final e is silent. Guide children to sound out the new word formed. MULTILINGUAL LEARNERS Language Transfer: For children whose home language lacks the a_e sound-spelling pattern (see Language Chart, pp. 343–346 of Phonics from A to Z ), provide extra articulation practice and some words and phrases to copy.
STEP 2
Phonics | Long Vowels | Final e
Model Blending Write the words mad, made, bit, bite, not, note, cut, cute, and Steve on the board. Model blending the words sound by sound. Underline the final- e spelling ( a_e, e_e, i_e, o_e, u_e ) in each word containing the long-vowel sound. Point to the spelling and say the sound. Have children repeat.
Cumulative Review: Add a_e, e_e, i_e, o_e, and u_e to your spelling card set to review previously taught sound-spellings. This will aid in mastery. Have children chorally say the sound for each
letter or spelling as you display the card. Note sound-spellings children struggle with and provide additional small-group instruction and practice.
Blend Words Use the digital or print “Blend Words: Final e ” activity to have children chorally blend the words on each line. Model the first two words: hop and hope . Then point to each word, say “whisper read” as children quietly blend the sounds, and then say “all together” as children chorally read the word. Corrective Feedback: Provide corrective feedback as needed. Point to the missed sound- mastery and serve as a good check for fluency and transfer abilities.
spelling and state the spelling and sound, blending the word again. Then have children blend the word. Cumulative Review: Add words with previously taught skills to the Blend Words activity to extend the learning, practice, and application. Use words with skills children have not fully mastered from the previous four to six weeks. This extra repetition will help children gain
Build Word Fluency: Children can use the lists for further independent practice. Assign partners to read the word lists during independent work time while you meet with small groups. Have children complete the Do More! activities, one per day.
DIFFERENTIATION Decodable High-Frequency Words: To support children with additional words to practice reading and writing, share the following decodable high-frequency words, as these will have the most immediate impact on student reading and spelling growth: make, use, white, take, made.
MULTILINGUAL LEARNERS Vocabulary Support: During small- group time, introduce and/or reinforce the meanings of a few words from the Blend Words activity, such as cube, eve, huge, scrape, stripe, whole . Use actions, pantomime, drawings, pictures, and simple definitions in both English and the child’s home language (using a translation app, if needed).
STEP 3
Phonics | Long Vowels | Final e
Teach High-Frequency Words Introduce the following high-frequency words using the Read/Spell/Write/Extend routine: says, done, come, you .
1. Rea d: Write the word in a context sentence, underline it, and read it aloud (e.g., Come here now. ). Have children repeat. Then ask children to orally segment the word. Say: Tell me the sounds you hear in come (/k/ /u/ /m/). Then highlight the irregular spelling that children need to remember. Say: The word come ends in e, so you may think the o stands for the long- o sound. But the middle sound in come is /u/. This is the same in words like some and done . This is the part of the word we need to remember. Underline, highlight, or draw this part of the word that has to be remembered “by heart.” 2. Spell: Have children chorally spell the word. If needed, do an echo spell for children still learning their letter names. Build Words Have children use the Magnetic Letter Tiles and trays to build the following words in sequence: bit, bite, kite, kit, fit, fin, fine, mine, pine, pin, spin, spine . Then have them work on the digital or print "Build Words: Final e" activity.
3. Write: Have children write the word as they say aloud each letter name. 4. Extend: Have children write and complete this sentence: Do you want to come to ______ ?
DIFFERENTIATION Extra Support: For children who need more support, have them write the word on one side of an index card. On the other side, co-construct a simple sentence or phrase. Children will use these flashcards to practice reading the words in both isolation and in context.
DIFFERENTIATION Extra Support: Repeat the Build Words activity during small-group time for children who need more support. Fold in words with previously taught skills to extend the learning. Allow children to use their letter cards or Magnetic Letter Tiles during independent work time to build and record on paper as many words as they can form.
STEP 4
Phonics | Long Vowels | Final e
Sort Words Use the digital or print “Sound-Spelling Word Sort: Final e ” activity and have children work with partners to sort the words by their sound-spellings. Rules and Generalizations: These spelling
DIFFERENTIATION Modify Expectations: To support children who are below grade-level expectations, modify the activity by having them sort only a subset of the words to minimize the workload. Choose high-utility words, such as name, write, like . Focus on having children master reading and writing these high-impact words.
patterns most often stand for long-vowel sounds. Some notable exceptions include come, some, done, gone, love, and above .
Spell Words Use the digital or print “Spell Words: Final e ” activity to have children practice spelling. (Answers: k-i-t-e, s-n-a-k-e, b-i-k-e, p-l-a-n-e, n-o-s-e; the final e ’s are silent) On a separate sheet of paper, have children spell the following words as you dictate each one: make, use, write, drove, shine . Continue by dictating this sentence: Rose rode her bike . Display the words and sentence and have children self-correct their answers.
Build in Review: Use cumulative spelling sentences to monitor children’s spelling growth. See the sentences below. In addition, periodically review their writing, such as in their writing notebooks, and take note of words with previously taught phonics skills that they are not spelling consistently and accurately. Add these words to future dictation activities. • My name is Sam. • Can you tell me the time? • Kate has five pet mice.
STEP 5
Phonics | Long Vowels | Final e
Connect to Reading Use the digital or print “Interactive Story: Make a Kite.” Read the story with children several times. Model blending, as needed. Then have children independently complete the questions and prompts. Have children reread the story multiple times for fluency. Use the enhanced Decodable Text Lesson Planner (Program Guide, page 42) to focus on vocabulary, comprehension, writing, and building early reading behaviors, in addition to the work with decoding and fluency.
DIFFERENTIATION Front-Load Content: For children below grade-level expectations, have them listen to an audio reading of the story before the whole-group lesson and/ or guide them through an echo-read. Discuss the key ideas and vocabulary.
Build Fluency Use the printable “Quick Check: Final e ” activity for additional fluency building and formative assessment. Begin by giving children two minutes to underline the final- e spelling in each word. Then have them practice reading the words independently to prepare for the one-minute speed drill.
CONNECTED TEXT Extend the Reading: To build fluency, have children read additional decodable text. For decodable book lesson guidance and recommended texts, see Program Guide, page 43.
DIFFERENTIATION Support for Dyslexia: Children who are designated as dyslexic or who have an IEP will struggle with automaticity. Focus instead on accurate reading of the words.
EXTEND PHONICS KNOWLEDGE Use the following digital or printable activities to extend learning. These activities make great learning centers and send-home practice extensions. (Specific teaching
notes appear on these pages.) Learning Center: Vowel Checkers Independent Activity: Magic E Fill-In
Wiley Blevins TEACHING PHONICS
Final e Phonics | Long Vowels
a _ e as in snake
STEP 1 • Develop Phonemic Awareness • Introduce the Sound-Spelling
Mirrors
Articulation Cards
Sound Boxes
STEP 2 • Model Blending • Blend Words
Final e
Blend Words
Name Read the words.
hop
hope bite hide
rip hat cut
ripe hate cute
stripe grade
bit hid
huge
us
use
mad
made cube
scrape
take age
write page
home
eve
ice
nice
whole
Read the longer words.
note ripe
notebook
grace graceful
ripen
make price
making
compete
complete
priceless
Do More! • Build Reading Fluency: Read the word lists until you can read them quickly and correctly. Practice reading the lists 3–4 times each day. • Spell It: Have a friend say each word. Write the word on another sheet of paper. Check your answers. • Write About It: Use the words to create a story. Use as many words as possible. Circle the words from the list that you use.
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Blend Words: Final e
Blend Words: Final e
STEP 3 • Teach High- Frequency Words • Build Words
Final e
Build Words
Name Fill in the blanks to make words using each spelling pattern. ake ame ale
ate ace
ade
ane
age
ide ite
ine
ike ice
ime one
oke ose Write sentences using the words you made above.
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Build Words: Final e
Build Words: Final e
Magnetic Letter Tiles and Trays
STEP 4 • Sort Words • Spell Words
Final e
Final e
Sound-Spelling Word Sort
Spell Words
Name Read each word. Then write it under the correct spelling pattern.
Name Say each picture name. Listen for all of the sounds in the word. Write the spelling for each sound in a separate box. The gray box stands for the final, silent e .
name Steve nose grade like stone cute complete write place use smile mule globe evening Word List
1.
2.
a e
e e
i e
3.
u e
o e
4.
5.
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Sound-Spelling Word Sort: Final e
Spell Words: Final e
Sound-Spelling Word Sort: Final e
Spell Words: Final e
STEP 5 • Connect to Reading • Build Fluency
Final e
Interactive Story
Name Read the story. Then answer the questions.
Make a Kite Steve will make a kite. It will be a huge kite. He will use sticks to make the frame. He will use twine to make the line. The kite will be white with red stripes. Now the kite is done. Steve and Dad take the kite outside to the lake. The sun shines. There is lots of wind. “I hope it will go,” says Steve. Steve calls for Kate to come. Kate and Mom ride their bikes to the lake. Kate has a big smile on her face. Why? The kite is for Kate! “Surprise!” says Steve. “I made this kite for you. “I like this surprise! This is a nice kite,” says Kate. Kate takes the line. Kate lifts the kite up. She runs and lets go. The kite glides.
1. Circle all the words with a_e . 2. Draw a box around the word that rhymes with race . 3. What did Steve use to make the kite? Write about it.
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Interactive Story: Make a Kite
Interactive Story: Make a Kite
Quick Check: Final e
Words for Instruction and Practice For a list of final- e words to use for instruction, see Phonics From A to Z (4th edition), pages 128–132.
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