Reading Intervention Lesson Plan

Student: Egyp t

Date: 11/15/23

Goal: The student will learn the vowel team rules to be able to identify words that have vowel
teams in the word.

Rationale: This lesson that is working on the silent e is rational because the student is struggling
with decoding words that have the silent e at the end of the word.

State Standard: Standard - CC.1.1.4.D - Know and apply grade-level phonics and word analysis
skills in decoding words. • Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.

Steps of Explicit Instruction:

1. Write the following words on the board: fire, shame, tame, lame, cake, nose

a. Ask the student what all these words have in common (looking for they all have
an “e” at the end of the word)

b. Explain how all of these words have a vowel-consonant-vowel and the letter e at
the end is silent. The silent “e” makes the first vowel say its name.

2. Explain how when there is a silent “e” at the end of a word, the “e” changes the first
vowel from short to long which makes the first vowel say its name.

a. Go over the following examples. Have the student say the word without the “e”
and then add the “e” and have the student say the word.

i. Mat to mate

ii. Can to Cane

iii. Pet to Pete

iv. Pin to pine

v. Not to note

3. Silent “E” worksheet: Complete the worksheet with the student.

Assessment: I collected the Silent E worksheet and graded it for accuracy. I was also formatively
assessing the student while we were working together and changing words by adding the silent e.

Reflection: This lesson went very well. The student enjoyed changing the words by adding the
silent e. He seemed to understand the concept of the vowel changing from short to long.

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