CVCe words have a consonant-long vowel-consonant-silent e pattern. Examples are: cake, Jane, bike, rose, cube.
CVCe words are the next step in reading after your child/students know their letter sounds, and are sounding out CVC words (e.g. cat, hit, cut, etc.).
This rule needs to be taught directly. Why? Because you are introducing long vowels with a silent vowel at the end of the word. Otherwise, students will sound out each vowel with a short vowel sound, and we want students to recognize this new pattern.
First, your child/students need to know the long vowel sounds. Once they know the long vowels, you can prompt them when reading by telling them the first vowel is a long vowel. You can also tell them that they do not pronounce the final “e.”
I like to teach multiple examples of CVCe words so they understand the pattern. One phrase teachers use is: “The silent e makes the vowel say its name.” If you use this phrase, be sure you thoroughly explain what you mean. If the word is “cake,” I typically say, “Long ‘a’ silent ‘e.'” My students have learned what this means and can then read the word. Another phrase teachers use is to call the final ‘e’ the “magic e” because it makes the vowel before it long.
In spelling, it is really common for children to leave off the silent ‘e’ when spelling these words. Keep practicing; they will get it!
