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Day 1: Introduction & Guided Practice

Learning Objectives

• I can recognize and spell words with silent letters wr, kn, and gn.
• I can identify silent letters in words when reading.

Common Core Standards

• CCSS.ELA-LITERACY.RF.3.3.A: Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-LITERACY.L.3.2.A: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Success Criteria

• I can explain which letters are silent in the words.
• I can spell at least five new words with silent letters correctly.
• I can read words with silent letters aloud.

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I Do (Teacher Modeling) – 7 minutes

1. Engage: Show the word list on the board: write, knife, gnome, wreck, know, gnaw.
2. Model: Pronounce each word clearly, emphasizing the silent letter by saying, for example, “Listen to the sound of kn in knife. You don’t hear the ‘k’, it is silent.”
3. Explain: Write each word again, underline the silent letter(s), and explain the concept of silent letters in English.
4. Think Aloud: Demonstrate how you decode the word by ignoring the silent letter: “I see wr in write but I only hear the ‘r’ sound.”

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We Do (Guided Practice) – 8 minutes

1. Distribute mini whiteboards and dry-erase markers to all students.
2. Call out words from the list and have students write the word, underlining the silent letter(s).
3. After writing, ask the students to use their finger to point to the silent letter and say the word aloud, emphasizing the silent letter is not pronounced.
4. Collaboratively correct any misspellings or misunderstandings.

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You Do (Independent Practice) – 5 minutes

• Students pick 3 silent letter words from a word bank and write a simple sentence using each word on their whiteboards.
• Encourage using their best spelling and underline the silent letters in each sentence.

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Differentiation

• For ELL Learners: Use visuals or picture cards with each silent letter word for added context.
• For Students Needing Extra Support: Provide a word bank with pictures and sentence starters.
• For Advanced Learners: Challenge them to come up with two new silent letter words not on the list or explain why the silent letter is used historically.

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Extension Activity (Optional)

• Create a simple “Silent Letter Detective” worksheet where students find silent letters in a short paragraph and highlight them.

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Day 2: Review & Assessment

Learning Objectives

• I can spell and use silent letter words correctly in writing and reading.
• I can recognize silent letters in new words independently.

Common Core Standards

• CCSS.ELA-LITERACY.L.3.2.E: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
• CCSS.ELA-LITERACY.RF.3.3.C: Decode multisyllable words.

Success Criteria

• I can spell silent letter words from memory.
• I can write sentences using silent letter words without help.
• I can read sentences aloud, correctly pronouncing words with silent letters.

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I Do (Review & Warm-up) – 5 minutes

• Quickly review the silent letter words from Day 1 using a “flashcard race.” Show the card; students say the word and underline the silent letter in the air with their finger.
• Model writing a sentence aloud with a silent letter word, explaining your thought process.

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We Do (Collaborative Writing) – 8 minutes

• On chart paper, collaboratively craft 3 sentences using silent letter words.
• Ask students to suggest words and sentences, writing their contributions on the chart with underlined silent letters.
• Model editing the sentences by highlighting silent letters and correcting spellings as a group.

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You Do (Assessment) – 7 minutes

Spelling and Writing Task

• Each student receives a short test paper with 6 silent letter words to spell independently.
• Write 2 sentences using 2 of these words independently.
• Read sentences aloud to a partner, focusing on the silent letter sound.

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Differentiation

• For Students Needing Extra Support: Provide a word bank for spelling and sentence formation.
• For Advanced Students: Challenge them to write a short paragraph with at least 4 silent letter words.

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Extension Activity

• Introduce a small silent letter word sort game. Students categorize new words by their silent letter pattern (wr, kn, gn).

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Materials Needed

• Mini whiteboards and markers
• Flashcards with silent letter words
• Chart paper and markers
• Sentence and word bank handouts
• Assessment papers

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This 2-day engaging silent letter lesson plan incorporates explicit instruction, hands-on guided practice, and independent work with a focus on the Common Core standards, designed to build foundational spelling skills in 3rd graders while accommodating diverse learning needs.