It is important, as Kindergarteners read and write, that they know when to sound out the long vowel sounds in words. One of the easiest ways to teach the long vowel sound initially is to talk about "Super E!" When students are able to see a final e and then associate that with the medial vowel saying the long sound, they are able to decode words with more efficiency and speed.
"Today, we are going to learn about something we call, 'Super E!' Super E is a special letter that we see sometimes that can change a word. Since this letter is so special, we really need to pay attention today and learn just what makes this kind of E so super!"
At this time, I show my students this fantastic video about Super E! The kids absolutely love this video. It is catchy, it actually tells them the rules for using super E, it keeps them engaged and it rhymes so they really learn the information quickly!
After we watch the video, I let them tell a friend one of the things they remember from the video- some students will say a rule while others will chance a CVC word from the video into a CVCE word. This gives them a little connection to the fun video!
"Alright, now that we have watched the super E video, I want to see what information you remember..."
Students will be seated around me on the carpet where they all can see the reference chart I am working on.
On the chart, I have written:
It can jump over____________
And if it finds a _____________,
It can make it __________________.
Students will help me fill in the missing words as they will remember them from the song.
It can jump over_one letter_
And if it finds a _vowel_,
It can make it _say its name_.
After we review those rules (to the tune of the video), we will then practice turning some simple CVC words into CVCe words. I will write down the CVC words and students will sound them out. Then, I will add an E to the end and make it jump back (with an arrow) to hit the medial vowel and "make it say its name." Then, students will tell me the CVCe word.
After we have practiced this with a few words, we will then review our chart.
Here is the completed super e reference chart that we created together!
Also, here is a list of the words (that can have super e added to them) that we use later to mirror this lesson.
After we have reviewed our chart and repeated the rules, I will have students use a few of our CVCe words in a sentence with a partner! I will walk around and listen to students' conversations, making sure that they are indeed using words with the long vowel sound (and not CVC words).
Once students have had a chance to make their own connection to the skill and use their own word(s) with a partner, they are ready to go and write to show me what they know. I simply have students write me a sentence with "A Super E Word" and circle their CVCe word. I check their sentences to make sure they indeed did use a CVCe word and that they correctly circled that word; this is my assessment for this brief lesson.
Here is some independent practice that is done after this lesson. This is a super e chart that the students filled out (the following day) to practice what they learned in this lesson.
This could be done in conjunction with this lesson OR the following day- time-permitting.
I like to play the Super E Video a lot- I love how simply it reminds students of the rules for CVCe words.
Also, I like to hang up our reference chart as a reminder for students!
A fun thing to do is to let my students glue a super E to a popsicle stick- they then use the stick to to turn CVC words into CVCe words. For example, they would look at the word cat and sound it out "c-a-t." Then, they would use their popsicle stick and point while saying "c-A-t." Students will get used to making the medial vowel sound long when seeing the E at the end with this practice!
Once we have completed this lesson 3-4 times, I like to put games or sorts in my centers to review CVC and CVCe words and connections. This skill really needs repeated practice, so I like to allow students exposure to these words as often as possible.