Phonics Lesson Silent/Super Hero E Vowel Review & Words Ending in _ce - Lesson 59&60: Nov 10-14 (Reading Practice Book)

Phonics Lessons: Super (Silent) E Continued 

**we have learned two phonics lessons this week so we have two pages in our book this week to focus on** 

Note: please leave the clip on the previous completed pages and focus on the last pages in the book. Mrs. Herbert will move the clip as pages are completed. Thanks!

Lesson 59: Review Super/Silent e Words 

We have spent lots of time reviewing all the silent e words we have learned and how they impact the vowel sounds. 

a_e /ā/ - The long sound for a is /ā/ as in acorn. The letter a makes its long sound in words with silent e, like make and fame.

i_e /ī/ - The long sound for i is /ī/ as in ice cream. The letter i makes its long sound in words with silent e, like bike and mine.

o_e /ō/ - The long sound for o is /ō/ as in open. The letter o makes its long sound in words with silent e, like joke and stone.

e_e /ē/ - The long sound for e is /ē/ as in eagle. The letter e makes its long sound in words with silent e, like eve and theme. The first e says its name and the last e is silent.

u_e /ū/, /yū/ - There are two long sounds for u: /ū/ as in spoon and /yū/ as in unicorn. The letter u makes its long sounds in words with silent e, like flute and cube. When we see words with the u_e, we can be flexible and try both sounds for long u to see which one sounds right.

It is important to notice when there is an e at the end of a word because it will tell us to say the long vowel sounds. Remember the e at the end does not make a sound, it is silent.

In this week's text called, A Cake for Tess, students are looking for words that have the silent e to make the vowels say its long vowel sound. They are looking to highlight the whole word that has that spelling pattern. Be careful for spelling patterns that are included in the story that include those letters that aren't part of this spelling pattern. Students are also looking to illustrate the story to demonstrate their understanding of the text.  

Lesson 60: _ce

We have learned that it is important to notice when there is an e at the end of the word because it will tell us to say the long vowel sound or the vowel's name. Remember that this e does not make a sound. It is a silent e.

We have already learned that c spells /k/. The letter c can also spell /s/ when it is followed by a silent e, like in the words rice or place.

In this week's text called, The Mice Can Race, students are looking for words that have the silent e to make the c say /s/. They are looking to highlight the whole word that has that spelling pattern. Be careful for spelling patterns that are included in the story that include those letters that aren't part of this spelling pattern. Students are also looking to illustrate the story to demonstrate their understanding of the text.  

Heart (Irregular) Words of the Week

Heart words are words that do not decode or follow the spelling rules that we have been learning. We have to know them by 'heart'. However, once we learn more spelling rules, they may be only temporary heart words and the rules will come along later! In the meantime, we have been focusing on reviewing and learning the words below with focused in class practice. These will eventually (if not already) be on spelling word lists or word rings. 

Review words:

• who
• by
• my
• one
• once

We are just focusing on reviewing words this week and starting an activity called Progress Checks/Monitoring to see how students are doing applying their skills of the concepts learned to date in Grade 1/2.  

Fluency Grids
With each lesson, there is a fluency grid with the lesson focus that is intended to help students recognize the phonics rule and assist in reading it with accuracy and automaticity. At home, challenge your young reader to read the word (aim is to decode/read each word within 3 seconds) and then recall it each time they see it within the grid of mixed up, repeated words. A couple minutes of practice is all they need. This acts as a warm up before reading the text that also applies the same skill while building on all the previous skills as well. Each week we are building on the previous week to become more fluent readers so we can focus on what the text is sharing rather than spending all the time decoding the words.

Homework Reminders 

Students have been working on the story in their Reading Practice book that will come home each weekend. At school, they work with a partner to complete their fluency grid, read with someone their story and highlight the focus words. Following, they are illustrating a picture for the text to show their understanding. At home, students are to finish the above tasks and read to an expert the week's lesson(s). After completing, parents are to initial at the indicated spot at the top. This week, we are have completed one lesson so there will be one story to complete in their white Reading Practice booklet. Please see the information letter in the front of the book for more, detailed information about this weekend practice book coming home. Please return on Monday (or Tuesday if there is a no school day on Monday). 

Happy reading!