This differentiated, self-correcting magic ‘e’ word activity is tiered to meet the various readiness levels of your learners. It also allows you to differentiate instruction in response to those learners in your class who need extra fine-motor practice or who enjoy kinesthetic activities.
Teachers: Copy off all materials and laminate. Cut apart the game cards and fold on the dotted line. Secure the flap with a clothes pin. There are both a set of capital letter cards and lowercase letter cards so that whatever type of beads you have should work for this activity.
There are two sets of playing cards for this tiered activity. The pink set is for students just starting to learn magic ‘e’ words or who have limited experience with this spelling pattern. The green set is appropriate for those students who are ready for more of a challenge with five or six-lettered word cards. Be sure to pre-assess your students to know which tier is appropriate for them. Students will select a card and place it at the top of their playing mat. They will say the word that the picture represents, string the letters in the word and then write the word below. (Please note there are two types of recording mats available so you can differentiate based on student handwriting needs.) When they have completed these three steps, they can remove the clothespin from the playing card to see if their answer is correct.
If you are a teacher who likes to have a recording sheet for students to turn in to show their work, I have also included some simple recording sheets to meet those needs as well.
For more BEAD WORK ACTIVITIES, please click on the link below:
Bead Activities for Your Classroom
This activity addresses
Common Core State Standards:
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds
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