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Consonant-Final e for Big Kids

Silent Final e for RtI

Silent Final e for Big Kids

Students find the consonant-final e to be a frustrating component of  our English sound-spelling system. In particular, second-language learners struggle with both pronunciations and spellings of silent final words. However, this tricky sound-spelling actually helps more than it confuses.

We have those late Middle English folks from Chaucer’s Day (before the Great Vowel Shift beginning about 1350 A.D.) to blame and thank for the silent final e. Some of you must have read the old version of his Canterbury’s Tales in high school or college. In the book, words such as care were pronounced as two syllables (kā/ruh), rather than one. The final was added on to signal an object, not a subject noun, and a plural, not a singular noun. The English kept the spelling, but dropped the suffix syllable sound.

Kids often ask, “Why do we have to learn it (the silent e), when we don’t have to say it?” Following are eight decent responses:

  1. The silent final says so, and she’s the boss. After all, silence speaks louder than words. If a word pronunciation is confusing, the silent final steps up to be the “bossy final e” to make the other letters make sounds which make sense to us. 
  2. The consonant-final helps us divide words into syllables and makes pronunciation easier. Remember that every syllable must have a vowel. If we didn’t have the the silent final e, how could we pronounce a word such as stapl?  Sta/ple is much simpler.
  3. The consonant-final signals that a word ending in an is not a plural. For example, “I hope she has sense enough not to break her promise” lets us know that it’s just one sense and just one promise, not more than oneAfter all, “”I hope she has sens enough not to break her promis” might be confusing.
  4. The consonant-final e usually signals a preceding long vowel sound. For example, hide and note (long vowel sounds) keep readers from reading hid and not (short vowel sounds). Even most of the vowel digraphs (another result of the Great Vowel Shift) are long vowel sounds signaled by the silent final e, for example leave and owe. Yes, it’s true there are exceptions, which we have to memorize as “outlaw words.” Many of these sight words were common Middle English words that the Brits refused to change, such as love, give, and have.
  5. The consonant-final signals soft /c/ and /g/ sounds, such as prince and huge.
  6. The silent final is used to show the difference in homophones, such as in or and ore.
  7. The consonant-final e prevents i, u, and v from being the last letter in a word. For example, we would rather read about people who lie about their true love, rather than about people who li about their tru lov.
  8. The consonant-final makes the /th/ a voiced sound, such as with clothe, breathe, bathe, and teethe. Check out my article on “How to Teach the Voiced and Unvoiced ‘th'” if this confuses you.

Some students find the consonant-final to be hard to spell when adding on suffixes. This consonant-final song might help!

Consonant-Final e Rap (Play the audio file HERE.)

Drop the final e when adding on an ending if it starts with a vowel up front.

Keep the final e when adding on an ending if it starts with a consonant.

Also keep the e when you hear soft “c” or “g”

Before “able” or “o-u-s”

Mostly keep the e when the ending is “v-e”,

“e-e”, or even “o-e”.

The first step is to determine what is missing from the your students’ knowledge of the consonant-final e phonics patterns. Teachers have used my reading assessments for years to pinpoint phonemic awareness, phonics, and sight words deficits. For the purposes of this article, the Vowel Sounds Phonics Assessment pinpoints which silent final e sound-spellings students have not yet mastered.

Silent Final e Phonics

Silent Final e Instructional Sequence

The second step is to follow a research-tested instructional scope and sequence. Most all explicit, systematic phonics programs begin with short vowels and layer on consonant sounds and consonant blends. Next, phonics programs begin with the long vowel sound-spellings or teach the silent final e sound-spellings. Following are the instructional sequence from the author’s reading intervention program and the silent final e animal sound-spelling cards used to introduce the names, sounds, and spellings.

The third step is to group students who have demonstrated that they have not yet achieved mastery with the consonant-final sound-spellings. Teachers use a variety of small group formats. Literacy centers have become a popular option to provide remedial instruction within some centers (stations), while offering grade-level and/or accelerated instruction in other centers.

The fourth step is to set aside the necessary time to teach the consonant-final sound-spellings. Initial instruction takes longer; however, remedial instruction can be accomplished quite quickly, because gap-filling builds upon some degree of prior knowledge, albeit a shaky foundation. Typically, five 20-minute workshops will facilitate mastery as indicated by formative assessments.

Silent Final e Phonics

Silent Final e Sound-Spellings

The fifth step is to provide effective instruction and practice for the consonant-final sound-spellings and to use a formative assessment to determine mastery. Teachers need to have back-up lessons in case the student does not master the silent final e on the formative assessment. A solid foundation will allow students to learn additional reading skills.

The sixth step is to demonstrate how the consonant final-produces many Heart Words (words with one or more non-phonetic parts), but that many of these have their own spelling patterns. For example, because English does not end words in “v,” the final is added to complete the word. Heart Words such as live, love, and have form a predictable pattern and can move from “parts to learn by heart” to sight word status with practice. Learn how to teach Heart Words in this article.

Teachers who would like to use my consonant-final phonics lessons and formative assessment are welcome to download this workshop from my Teaching Reading Strategies program:

Get the Consonant-Final e Phonics Lessons FREE Resource:

Intervention Program Science of Reading

The Teaching Reading Strategies (Intervention Program) is designed for non-readers or below grade level readers ages eight–adult. This full-year, 55 minutes per day program provides both word recognition and language comprehension instructional resources (Google slides and print). Affordable and evidence-based, the program features the 54 Sam and Friends Phonics Books–decodables for each lesson and designed for older students. The digital and print word recognition activities and decodables are also available as a half-year (or 30 minutes per day) option in The Science of Reading Intervention Program. Both programs include the easy-to-teach, interactive 5 Daily Google Slide Activities.

PREVIEW TEACHING READING STRATEGIES and THE SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE

Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

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