Apply knowledge of final –e and common vowel teams (vowel digraphs) for representing long vowel sounds.

Learning Outcome:

Develop an understanding of the five components of reading (print concepts, phonemic awareness, phonics, vocabulary, and fluency and comprehension) to build foundational reading skills.

I Can Statements Question Stems
-I can use final -e patterns to read words.
-I can identify the sounds vowel teams make.
-I can identify the sounds vowel digraphs make.

-What is the vowel(s) in the word?
-What sound does the vowel make in the word?
-Does another letter help the vowel make its sound?
-What sound does this vowel team make?
-What sound does the final -e change?
-What sound does this diagraph make?

Academic Vocabulary

long vowel

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Provide students with several CVC words and the letter 'e' on a popsicle stick. Students place the 'e' at the end of each CVC to decide if it makes a real word. Have students sort by CVC or CVCe words.

-While reading, provide students with a highlighter or highlight tape to use when students find a CVCe or word that contain a vowel team.

-Have students "write the room" by placing several sentences with CVCe words. When students find a sentence, have them read it, then write down the CVCe word from the sentence.

-While writing, have students highlight when they use a CVCe word or a word with a vowel team.

-Have students fold a paper in half twice to form four sections and label each section with a vowel team (e.g. 'ea', 'oa', 'ee', and 'ow'). Teacher gives a word and students must decide which vowel team the word contains, then writes the word in the section. Repeat with several words for each section.

Reading Standards Writing Standards Speaking and Listening Standards
Digital Resources

-Magic E Song 

-Jack Hartman Silent E Song

-Jack Hartman Vowel Teams

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.

Strategy  Examples
In development In development