Magic e

1.        Teacher reviews prior knowledge of vowels with a K-W-L chart developed by all students. It will be scribed by the teacher and two students.

 

2.       Students will brainstorm what a poem is.  The ideas will be scribed in a graphic organizer on chart paper as a whole group.

 

3.       A short verbal story will be told to the whole class by the teacher. Words will be scribed on the board.

 

Words: Cake, make, take, mute, cute, mule, bike, Mike, bite, (Any words the instructor would like to use would be sufficient)

 

Story: Words like the ones displayed on the board were walking down the street one day.  The e at the end of these words is called the all mighty magic e.  It is very powerful.  The e gets upset when it realizes it is the vowel that sits at the end of certain words.  Over time the magic e gets upset and makes a very bad choice.  E sticks out it’s leg and kicks the first in the word (at  this point of the story draw legs from the letter e to the other vowel in the words on the board)  The vowel that gets kicked is very upset. It yells it own name out loud.  For example when magic e kicks short I in bite the vowel I makes the long sound ‘I”

 

4.       Pass out a work page with ten words  (teachers choice) with magic e.  Allow students to work in groups of two. Have them draw their own set of legs on the magic e and kick the first vowel.  Have students take turns reading the ten words to their partners.

 

5.       Teacher walks around and assesses the understanding of long vowels and record     these observations on an anecdotal card on each student.

 

Word Game: Have words on large colored construction paper (one letter on each piece of paper. For example: the letters in the word cute would be written on four pieces of different colored construction paper. Magic e should always be the same color.)  Four students will be asked to hold the letters that construct each word in a whole class setting. The students reenact what magic e does in the story.  Make sure that it is stressed to the students that kicking is inappropriate and when you reenact the story you are pretending to kick the vowel.  It is important that the vowel being kicked exaggerate the long vowel sound. Make sure all students participate in this activity (visual assessment).

 

6, once there is a clear understanding of the students’ knowledge the teacher introduces a poem displaying long vowels on large chart paper (as a whole class)

 

7.       Cloze procedure (adding the different long vowels) will be modeled with the poem with the whole class.  

 

8.       Any student that would like to participate in placing the correct vowel in the poem will come up to the class chart. 

 

9.       Pass out a copy of a poem on an activity sheet. Read and review the sheet with the whole class. Have students place the correct vowel in the missing letters (cloze procedure).  Individual assessment.

 

10.    In a center have magazines, books, newspapers available for students to read.  With highlight tape have a scavenger hunt with the reading material.  Allow students to find words with magic e.  Highlight the words and record them on paper.  Have the students see who can find the most words with magic e.