Overview

This 60-minute lesson introduces first graders to the concept of CVC-E words ("Magic E"). Students will engage with kinesthetic and choral reading activities, develop their phonemic awareness, and complete an independent task to identify and copy Magic E words. The lesson aligns with the Alberta English Language Arts (ELA) curriculum and incorporates differentiation strategies to support all learners.

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Alberta Curriculum Alignment

Grade 1 English Language Arts
Program of Studies (2023) – Reading and Viewing; Writing and Representing

• Phonological Awareness and Phonics (1.1.2, 1.1.4)

  • Understand the role of the silent 'e' in changing vowel sounds within CVC words.
  • Blend and segment CVC-E words fluently.

• Reading and Viewing (1.2.1, 1.2.3)

  • Demonstrate knowledge of letter-sound relationships, including vowel patterns.
  • Read aloud complete, meaningful CVC-E words in connected text with guidance and support.

• Writing and Representing (1.3.1)

  • Write or copy words and phrases, demonstrating phonetic awareness of vowel patterns.

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Learning Objectives / "I can" Statements

• I can explain what the Magic E does in a word.
• I can hear and say the difference between CVC and CVC-E words.
• I can read and say words with Magic E in a group.
• I can find Magic E words in a text.
• I can write Magic E words correctly.

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Success Criteria

• I can recite the Magic E poem from memory.
• I can change a CVC word by adding Magic E and read the new word aloud.
• I can circle and write Magic E words in a short text.
• I can use good listening and speaking skills during the activities.

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Materials & Resources

• Slides with colorful visuals from "Magic E Makes Words Special.pptx"
• Portable music player or laptop with speakers and lively, child-friendly movement songs
• Printed short text passage with mixed CVC and CVC-E words (dyslexia-friendly font: OpenDyslexic or Comic Sans)
• Pencils, crayons
• Whiteboard and markers
• Word cards: CVC and CVC-E pairs (e.g., cap/cape, kit/kite)
• Magic E poem poster

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Lesson Activities

1. Warm-Up: Movement & Music (10 minutes)

Objective: Activate prior knowledge and engage students kinesthetically.

• Play an upbeat song (e.g., “If You’re Happy and You Know It”) but adapt lyrics:
  • “If you hear the Magic E, stomp your feet!”
  • “If the vowel says its name, spin around!”
• Call out CVC words first (e.g., cap, kit, cub) and have students do one movement (stomp). Then add the Magic E (cape, kite, cube) and have them spin.
• End warm-up with the class chanting the Magic E poem from the slide:

  “When E comes at the end,
  It makes the vowel say its name,
  And E stays quiet as can be!
  I can use magic E to read!”

Connection: The poem references “E stays quiet as can be” just as students practiced quiet (no movement).

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2. Introduction: Explaining Magic E (10 minutes)

• Show slides with the Magic E poem and word pairs (cap → cape, kit → kite).
• Model sounding out each CVC and then CVC-E word slowly, exaggerating the vowel sound shift.
• Use word cards and hold up pairs, asking students to chorally repeat after you. Emphasize the vowel change.
• Say the phrase:
  “Magic E is silent but makes vowels say their name!”
• Encourage students to share examples if they remember any.

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3. Development: Controlled Choral Reading Activity (15 minutes)

• Prepare sets of 8 paired CVC and CVC-E words on word cards (e.g., cap/cape, hat/hate, pet/pete, kit/kite).
• Display pairs on the board or projector.
• Read each pair aloud and invite the class to read them together, focusing on the vowel sound difference.
• For students with ADHD or needing extra support, provide tactile letter tiles or magnetic letters to physically create the words.
• For dyslexic learners, use hochromatic print cards and allow pairing with peer or adult helpers.
• Incorporate a “Word Detective” call out activity: students identify which word ends with Magic E and point to it physically or raise a “Magic E” card.

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4. Independent Activity: Short Text (15 minutes)

• Provide a 1-paragraph dyslexia-friendly passage containing a mix of CVC and CVC-E words (e.g., “The kite is high in the sky. I see the cake on the plate.”)
• Task: Circle all Magic E words, then copy these words onto their paper.
• Assistive supports: word mats with Magic E words, letter cards, or verbal prompting for students who need it.
• Extension (advanced learners): Write a sentence using one or two of the Magic E words.

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5. Exit Activity / Quick Assessment (10 minutes)

• Use a 3-point rubric to assess understanding:

  1. Identification: Can the student correctly circle Magic E words?
  2. Reading: Can the student read a Magic E word aloud independently?
  3. Writing: Can the student copy Magic E words correctly?

• Select 3 students at a time to read aloud a word or sentence from the short text.

• Have all students “thumbs up/down” if they think the word has Magic E.

• Wrap up with a quick review: chant the Magic E poem again.

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Differentiation Strategies

• For ADHD students:
  • Incorporate movement breaks between activities.
  • Use hands-on letter tile manipulations during the choral reading.
  • Provide seating options (e.g., wiggle cushions).
• For Dyslexic learners:
  • Provide dyslexia-friendly printed text and word cards.
  • Offer auditory support by modelling repeatedly.
  • Pair with a buddy for shared reading or guided support.
• For Advanced students:
  • Challenge with extension writing task: create sentences or “Magic E” mini-books.
  • Introduce more complex Magic E words (e.g., “shape,” “rope”).

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Teacher Reflection & Notes

• Observe who needs more help hearing vowel changes.
• Check if students can generalize the Magic E rule with other words.
• Note engagement levels during movement warm-up; adjust music or activity intensity in future lessons.
• Plan follow-up lessons using other vowel teams or long vowel patterns.

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Summary

This lesson intentionally integrates physical movement, engaging visuals, group and individual literacy activities with clear Alberta curriculum connections focused on phonics and phonemic awareness in Grade 1. The use of a poem, music, and a detective theme creates an immersive learning experience, maintaining motivation for all learners, including those with ADHD or dyslexia.

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Appendix: Magic E Poem

When E comes at the end,
It makes the vowel say its name,
And E stays quiet as can be!
I can use magic E to read!