Student Objectives

• Student will learn the silent e rule

• Student will decode (read) words with the silent e rule
• Student will encode (spell) words with the silent e rule
• Student will be able to identify the homophones to/two/too and choose the correct homophone to use in a sentence

Blue Practice Games

Here are some optional fun games to help reinforce the concept your student is learning. They are not required as part of the lesson:

Review Cards

Sound Cards 

Review and Drill – dge, ew

“When I hold up a letter, say the letter’s name, and give its sound.”

“Good job! We are going to learn to read and spell words with the silent e rule today.”

Step 1

Picture Page

Student Workbook Page 13 – silent e rule – driving

“This is the silent e rule. When a word ends in silent e, you want to add the suffix ing and drop the e. The picture card for silent e rule is driving. Say driving. See how the silent e has been dropped in the word driving? Good. When I point to the picture word, say the letter’s name, give its sound, and say the picture word. Watch me as I demonstrate.”  

Say silent e rule, /ing/, driving then have student repeat three times.

Step 2

Silent E Rule

Write the following word on the board: hope

Point to the word hope. Say, “What is this word? Can you erase the silent e and add an ing. Now, what is this word?”

Repeat with:

ride, shake, smile, hide, make, rake, drive, hate, decide, like

Step 3

Syllable Division

Say, “We are going to practice breaking up words into syllables.”

Say, “How many syllables do you hear in the word riding? Repeat the word and draw a line for each syllable.” Have the student make a line for each syllable on the whiteboard.

( ___  ___ )

Say, “Good. Write each syllable in the word on the lines you drew. Now, touch and say each syllable. Then glide your finger under the lines and say the whole word fast.”

( rid  ing )

Repeat this activity with:  

lik-ing, hik-ing, sav-ing, bak-ing

Step 4

Reading

Student Workbook Page 14 – Word List: silent e rule

“Put your finger under the first word. Put a box around the ing. What does the ing say? Now read the word.”

Repeat with the remaining words, reading left to right.

Step 5

Sound Dictation

Student Workbook Page 17 – Sounds

“Say /ing/. With your finger, write the sound /ing/ on your palm. Now pick up your pen and write the sound /ing/ on your paper.”

Repeat with the following sounds:

/oo/, /shun/, /er/, /ar/, /uhl/, /oy/, /ing/, /ez/, /j/

Step 6

Word Dictation

Student Workbook Page 17 – Words

“Say loving. Spell the word loving by writing the letters on your palm. Now pick up your pen and write the word loving on your paper.”

Repeat with the following words:

riding, hiding, sliding, making, shaking, taking, smiling, baking, driving

Step 7

Sentence Dictation

Student Workbook Page 17 – Sentences

“Listen carefully as I say a sentence and watch as I make a dash on the board for each word in the sentence.”  

The elderly sir was taking care of his son.

“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”

Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:

The kids were making milkshakes in the kitchen.

My dad likes raking the leaves in the yard.

Step 1

Phonological Awareness

“Say riding. Say each syllable.”

“Say hide. Say hide again but this time, add /ing/.” (hiding)

“Say sliding. Say sliding again but this time, don’t say /ing/.” (slide)

“Say making. Say making again but this time, don’t say /ing/.” (make)

“Say raking. Say raking again but this time, instead of /r/, say /sh/.” (shaking)

“Say liking. Say liking again but this time, instead of /l/, say /h/.” (hiking)

“Say deciding. Say deciding again but this time, don’t say /ing/.” (decide)

“How many syllables does the word deciding have? Say each syllable.” (3)

Step 2

Letter Tiles 

“Say driving. Bring a letter down for each sound in the word. Now read the word. Put all the letters back where they belong in the alphabet, and we will build a different word.”

Repeat this activity with:

liking, hiking, biking, baking, caring, loving, coming, smiling, shaking  

Step 3

Reading

Student Workbook Page 14 – Sentence List: silent e rule

“Look at the first sentence.”

1. The actor’s adoring fans were craning their necks to see the star.

“Put your finger under the first word in the sentence. Now read the sentence quietly in your head and look at me when you are finished and I will ask you a question.”

When the student looks up at you ask: 

“Why were the adoring fans craning their necks?” (to see the actor)

“Good. Now go back and read the sentence out loud.”

Repeat with:

2. Mr. Lake was icing the cake while baking the chocolate chip cookies.

“What was Mr. Lake doing while the chocolate chip cookies baked?” (iced the cake)

3. Are you hiding from the coyote on the hiking trail?

“What might you hiding from?” (the coyote on the hiking trail)

4. While she was dining, her friend was praising the meal.

“Why was she praising the meal?” (answers will vary)

5. Tracy was hoping to get accepted into the scholarship program.

“What was Tracy hoping?” (to get into the scholarship program)

6. Roping and riding was the cowboy’s favorite pastime.

“What was the cowboy’s favorite pastime?” (roping and riding)

7. The daring climber was calculating the height of the mountain.

“What was the daring climber calculating?” (the height of the mountain)

8. The trainer was pausing for a breath while he was taming the puppy.

“What was the trainer doing?” (pausing for a breath while he was taming the puppy)

9. Are you loving the new book you are reading in school?

“What is this sentence asking?” (if you like the book you are reading in school)

10. Brandy was squeezing the toothpaste tube too hard.

“What was Brandy squeezing?” (the toothpaste tube)

Step 4

Spelling Practice

Student Workbook Page 14 – Word List

Student will need a game die. If you do not have a game die, you can choose numbers at random or pull random numbers out of a hat.

“Pick ten words. Roll the die. You will write a word the number of times it states on the die. Repeat with all of the words.”

Step 1

Homophones: To, Two, and Too

On the whiteboard write: to / two / too

“When words sound the same but have different meanings, they are called homophones. Today we are going to learn about the homophones to, two, and too.”  

Point to the word to and say, “The word to is used to indicate that we are going to a place. For example, “He is going to the gym.”

Point to the word two and say, “The word two refers to the number 2. The word two is fun to spell. When you spell the number two, think of twins. Twins start with tw. So remember that the word two starts with twins.”  

Point to the word too and say, “The word too means “very” or excessively. For example, “He drove too fast.” It also means “also.” For example, “I want to go, too.” Too is fun to spell. Just remember: “TOO many o’s!”

On index cards or pieces of paper, write the words to, two, and too. Place them in front of the student.  

“I am going to say a sentence, you are going to pick up and wave the homophone card that has the correct spelling of the word.”

You can also use a fly swatter and have the student swat the correct answer or tape both cards to the wall and have the student high-five the correct answer.

1. I am going to read a book.
2. He ran two miles.
3. We want to play too.  
4. They got two strikes in bowling.
5. The dog is too fat.

Point to the word to. Say, “Write a sentence using the word to.” Wait for the student to finish.

Point to the word two. Say, “Write a sentence using the word two.” Wait for the student to finish.

Point to the word too. Say, “Write a sentence using the word too.” Wait for the student to finish.  

Step 2

Phonological Awareness

Write the word sliding on the board. “What is this word?”

“What letter says /ĭ/?”

“What letter says /s/?”

“What letter says /l/?”

“What letter says /d/?”

“What letters say /ing/?”

“What does the letter s say?”

“What does the letter l say?”

“What does the letter i say?”

“What does the letter d say?”

“What do the letters ing say?”

“How many syllables does the word sliding have? Say each syllable?”

Step 3

Reading

Student Workbook Page 15 – Summer Break

“Look at the title of this story. Can you read it out loud? What do you know about the topic of this story?” Have you ever seen, known, or been…Help student connect to the text.

“Now, read the first paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “What do you think is the best part of summer break? Why?” (answers will vary)

“Now, read the next paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “Tell me what you were imagining in your mind as you read those sentences.” Help student visualize the story by making pictures or movies in their mind.

“Now, read the last paragraph quietly in your head and look at me when you are finished and I will ask you a question.” When the student looks up at you, ask “What does the author want you to try if you ever get bored?” (playing hide and seek)

Go back to the beginning of the story and have the student read the entire story from the beginning to the end out loud. 

Step 4

Retelling the Story

Student Workbook Page 16 – Story Summary

Have the student verbally express what happens at the beginning, middle, and end of the story. Help student summarize the story. Then have the student fill out the graphic organizer with a pen.

It is time for a Progress Check!

Student Workbook Page 117 – Progress Check: silent e rule

Have your student read the words and sentences out loud. If they get approximately 80% or more correct, then they are ready to move on to the next unit.