Phonics First Lesson 3-2 Add Magic-e Cards

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Meredith Owens
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Phonics First Lesson 3-2 Add Magic-e Cards Concept Introduction/Review Review the Magic-e concept with students using the following CVC words written on the board: rat rid bit o Have students read

1 Phonics First Lesson 3-2 Add Magic-e Cards Concept Introduction/Review Review the Magic-e concept with students using the following CVC words written on the board: rat rid bit o Have students read the first CVC word. Then, ask them to describe the magical properties of the letter e. o Have students demonstrate by placing the Magic-e at the end of rat. Then, leap the e over the t, and tap the short vowel. Return the e to the final position. Draw an arrow from the Magic-e back to the vowel and read the new word using the long vowel sound of a. o Repeat the process with the remaining CVC words and change them to Introduce: o CVC-e words. Magic-e makes the letter u say both /ū/ and /ü/. o Magic-e makes the spelling ire sound like i-er. Multisensory Activities: Pipe Cleaner Magic-e: Students use pipe cleaners (sparkly gold is a favorite) to make their own Magic-e for the top of their pencils (bend the pipe cleaner into the letter e and wrap the excess around the top of a pencil.) Magic-e Twist: Line 4 students up at the front of the class and hand them letters from the card pack - beginning sounds person would have single consonants and digraphs - vowel person would have all five short vowels - and the ending sound person would have several single consonants like: r, p, m, n, t, b, and d. The Magic-e person at the end of the word would hold the card and slowly turn around and around. When the magic-e person faces away from the word, the other students would change their cards and the audience would say the short vowel syllable. When the Magic-e faces the crowd and completes the Magic-e syllable, the students wave their wands and say the new (long vowel) syllable. Include extra practice with the u vowel card. Encourage students to hear the difference of the Magic-e u sound when it follows certain consonants. Give students practice with the ire word family also. Brainspring Page 1 of

2 Card Pop: (use cards on Page 3): Give each student a card with one of these Magic-e sounds. As you say words with these sounds (use Dictation Words from the lesson), ask students to listen for their sound and pop their card up in the air. (When working with one student or a very small group, place cards on the table and ask student(s) to point to or put a token on (penny, candy) the Magic-e they hear). After this activity, ask students to write dictation words on the correct Magic-e card or have them draw a picture of something that contains that sound. Brainspring Page 2 of

3 Card Pop Cards i_e u_e (ū) u_e (oo) i_e u_e (ū) u_e (oo) Brainspring Page 3 of

4 Charades: Ask the student(s) to act out the word on a card (below) for their classmates (tutor) to guess (you can give a clue by showing the Magic-e sound card). cute mute tire mule tune cube fire wire Brainspring Page 4 of

5 Go Fish/Memory/Tic-Tac-Toe: (use the Dictation Word cards on Page 7) o Go Fish: (Make two copies of the Dictation Word Cards on Page 7) Mix the Dictation Word cards, deal 5 to each player, and place the rest face down on the desk. When playing Go Fish, students ask for the match to one of the cards in their hand. If the other player has it, he/she must hand it over. The first player lays that pair to the side and it is the other person s turn. If the other player does not have it, the person who asked picks a card from the card pack. (For a shorter game, copy any two-three columns.) Challenge: Use the word in a sentence or define. Memory: (Make two copies of the Dictation Word Cards on Page 7) Place cards face down on the table. Students take turns flipping over two cards. Students say each word. If the cards are a match, the student keeps the pair. Play passes to the next player. If the cards are not a match, the cards are replaced and it is the next person s turn. (For a shorter game, copy any two columns.) Challenge: Use the word in a sentence or define. Sound Memory: (Make one copy of the first two columns of the Dictation Word Cards on Page 7) Place cards face down on the table. Students take turns flipping over two cards. Students say each word. If the cards are a match (have the same sound ire, ū, or oo), the student keeps the pair. Play passes to the next player. If the cards are not a match, the cards are replaced and it is the next person s turn. Challenge: Use the word in a sentence or define. Tic-Tac-Toe: Play "Tic-Tac-Toe" by placing the cards face down in a pile and choosing two different colored markers (anything except red). The first student would pick a card from the pile, read the word, and their partner would write the word in one of the squares with their marker. Then they would switch roles until all nine squares are filled. The students could also check spelling by showing the card after the word was written. The object of the game is to write three words in a row of your color. Brainspring Page 5 of

6 Dictation Words: Word Sort: (Sort Charts and Dictation Words on Page 7) Sort word cards into categories (Magic-e sounds; noun/verb/both, etc.) Sentence Savvy: Students select a Dictation word card (Page 7) and create a sentence using that word. Students then write the sentence* on lined paper while gluing the word card into the sentence. Challenge: Ask students to use 2 or more words in one sentence* Ask students to use these words in questions*, exclamations*, titles*, quotes*, etc. *Remember to only make corrections on phonetic words and Red Words which have already been taught. Brainspring Page 6 of

7 Dictation Words Cards: cute June mute tube pure rude mule jute tune dune lube fume yule nude rule cube lute dude fire wire tire hire sire dire admire Brainspring Page 7 of

8 Brainspring Page 8 of

9 Dictation Words Sorts: u_e (ū) u_e (oo) ire More Dictation Words Sorts: Noun Verb Both Brainspring Page 9 of

10 Dictation Sentences: (Use Dictation Sentence Cards on Page 10) Dictation Sentence Match: Give students the sentence parts (Page 10) and create correct Dictation sentences while practicing fluency and comprehension. Match Me: Give the first part of the sentence (starts with a capital letter) to half of your group and the last part (ends with punctuation) to the other half. Students then find their match. Memory: Place cards (Page 10) face down on the table. Students take turns flipping over two cards. Students say each phrase. If the phrases are a match, the student says the sentence and keeps the pair. Play passes to the next player. If the cards are not a match, the cards are replaced and it is the next person s turn. (Note: place sentence beginnings to the left and endings to the right.) Sentence Savvy: Students select one part of a Dictation Sentence (Page 10) and create a different beginning/end for that phrase. Students then write their new sentence* on lined paper while gluing the sentence part card into the sentence. Challenge: Ask students to create questions*, exclamations*, titles*, quotes*, etc. using their sentence part. Ask students to write a sentence which may come before/after their sentence* *Remember to only make corrections on phonetic words and Red Words which have already been taught. Find the Sound Make two copies of the Dictation Sentences (Clean Copy) (Page 11). Give one copy of the Sentences and a highlighter to each person. At, One, two, three, Go!, both participants race to find and highlight the words with the Magic-e spelling. Brainspring Page 10 of

11 Dictation Sentences: This fire is hot. Hire a vet to watch the mule. Do you own a lute? Use the wire to make a cube. Can you sing a cute tune? Why was a tire off the hotrod? Did you catch fish in June? She made a fire with the yule log. Fingertapping: Teacher says: "cute" Students say: "cute" (pound) Students fingertap: "/c/, /ū/, /t/", Write *Have students draw arrow from Magic-e to the medial vowel: home (read from clean copy) Brainspring Page 11 of

12 Dictation Sentences Clean Copy: This fire is hot. Hire a vet to watch the mule. Do you own a lute? Use the wire to make a cube. Can you sing a cute tune? Why was a tire off the hotrod? Did you catch fish in June? She made a fire with the yule log. Brainspring Page 12 of

Phonics First Lesson 2-23 Wild Old Words: ild, old, olt, ost, ind

Phonics First Lesson 2-23 Wild Old Words: ild, old, olt, ost, ind Concept Introduction Students have learned that a closed syllable is a single short vowel followed by one or more consonants. The following