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.
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