1. Say
   Let’s look at the cover of the book. The title says Nouns spelled with the Magic e.
2. Point to each picture as you Say
   I see five pictures on the board. Let’s name them together: theme park, whale, kite, phone, cube. They are all nouns and I think they have something in common in terms of how they are spelled.

1. Point to the long vowel staircase and Say
   I see a staircase and the long vowel sounds. Let’s start from the top left of the staircase and figure out what this is about.
2. Ask
   How is the mouth at the top left of the staircase different from the mouth at the bottom of the staircase?
   (The mouth at the top left is smiling more than the mouth at the bottom which is more open.)
3. Ask
   How is the mouth at the top right of the staircase different from the mouth at the bottom of the staircase?
   (The mouth at the top right is rounded more than the mouth at the bottom which is more open.)
4. Model exaggerating each mouth position with students: Say
   Follow me to make your lips in all three positions–smile, open, and round.
5. Say
   Now let’s hear, see, and feel the long vowel sounds.
   We will name the pictures starting with the most smiley and go down the staircase: key, cake, bike. Feel how your lips change from very smiley to open.
   Now let’s go up the staircase: coat, cube, blue. Feel how your lips change from more open to very rounded. 
   The long vowel sounds are the same as the names of the vowels: e, a, i, o, u. Notice the vowel u has two different long vowel pronunciations as in the words cube and blue. Both are round lip sounds /o͞o/ as in blue and /ū/ as in cube.
6. Say
   Now read the book on your own with these long vowel sounds in mind.

Intervene as needed and Help students identify the long vowel sounds spelled with the magic e: Say

I hear the long e sound in these words. Notice the other vowel e at the end is silent, and only the first vowel says its name.

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Intervene as needed and Help students identify the long vowel sounds spelled with the magic e: Say

I hear the long a sound in these words. Notice the other vowel e at the end is silent, and only the first vowel says its name.

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Intervene as needed and Help students identify the long vowel sounds spelled with the magic e: Say

I hear the long i sound in these words. Notice the other vowel e at the end is silent, and only the first vowel says its name.

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Intervene as needed and Help students identify the long vowel sounds spelled with the magic e: Say

I hear the long o sound in these words. Notice the other vowel e at the end is silent, and only the first vowel says its name.

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Intervene as needed and Help students identify the long vowel sounds spelled with the magic e: Say

I hear a long u sound in these words. Notice the other vowel e at the end is silent, and only the first vowel says its name.

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1. Say
   Let’s read the words on the left together: pet, kit, cub, tub, hug. They are all closed syllables with short vowel pronunciations.
2. Point to the magic e and Ask
   What is the magic e saying?
   (Abracadabra, fiddle-de-dee! I give you the power of magic e!)
3. Say
   Now let’s see what happens when the magic e gives its power to the words. Let’s read the words on the right together: Pete, kite, cube, tube, huge. They are all magic e syllables with long vowel pronunciations.
4. Ask
   So what do you think happens when the magic e gives its power to the closed syllables?
   (The first vowel will say its name.)

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