Phonics Strategy Lesson

Teacher: Kyla Swanson

Grade Level: First Grade

Date: 28 March 2018
Format: Small Group
Individual
Guided instruction (including listen to
reading/read to someone) in the middle of
gradual release model
Strategy: Phonics: Silent E
Objective/Purpose/Instructional Goals: Introduce the concept of silent E and
how it affects the pronunciation of a
word. Student will become familiar
with silent E words through stories
and other activities.
Texts/Resources/Materials: The Reading Road Booklet pgs 1-15
Blocks
Cutout of E
Drawing paper
Cutout of Words
Assessment(s): Pre-Assessment: Student will be
asked to read the word cake and a list
of words such as cap, cape, pet, pete,
bit, bite, hop, hope, and hug, huge.
Formative Assessment: Student will
be given picture of can and of a cane
and will have to determine the
difference between the two. This will
introduce the student to how adding an
E changes the pronunciation. The
student will then be given "word
math" problem where they must add
the silent E to make a new word.
Pictures will be provided to

Brief outline (Activities):
differentiate the meanings of each
word.
Summative Assessment: Student will
draw a picture of given words and
decide which ones have a silent E and
which ones don't through listening to
the words the teacher has.
1. Pre Reading: Student will look at 3
different cakes and talk about which one he
likes best. Then he will read the word cake
and notice how the E is silent. Because he had
been talking about cakes beforehand, he will
already be familiar with the meaning.
2. Student will be introduced to long A
through a series of word Math problems. With
the word cutouts they will work on adding a
silent E to words to understand how the vowel
changes, Teacher will model a few words
before the student reads.
3. Student will do the same expect with long
I. There are word cutouts provided for the I
words as well. (Background knowledge,
working with words, guided release:
model)
4. During Reading:
Read My Hot Dog on page 9
Every time the learner sees a silent E word, he
will add a block to the tower.
(Listen to reading, working with words)
5. Post Reading: Teacher will read a list of
words to student, student must draw a picture
and decide whether or not the word has a
silent E at the end. (Working with words,
Independent learning)
List of words:
Bike
 Cake
Mat
Bake
Bat
Like
Cat
If time, have student look at the words and
match words with the pictures they have
drawn.

NOTES *Use this area to jot down any notes Phonics: Correlating sounds with letters
about the strategy or lesson.
Silent E: changes the pronunciation of the
words

I want my learner to become familiar with the

role of the silent E through engaging
activities, but also realize that there will be
words that won't always follow the rules.