For a long time, I taught silent e the same way many of us do: as the letter that “makes the vowel say its name.” Then I came across Denise Eide’s framework for the nine jobs of silent e in Uncovering the Logic of English (Eide, 2012), and it genuinely shifted my thinking. I’m not presenting this list as my own discovery; I’m sharing the lens that helped me explain these patterns more honestly and more helpfully to students.
That shift mattered in my own teaching almost immediately. Once I stopped presenting silent e as a one-rule trick, I found it easier to talk with students about words that used to feel like exceptions. Instead of saying, “That one is just different,” I had a better way to explain why the spelling still made sense.
I have always told students that English spelling has exceptions, and I still think that is true. But with silent e, that explanation started to feel too thin. There are simply too many different ways silent e shows up in words for me to be satisfied telling students, over and over, that these are just exceptions. I wanted a better explanation than that, and this framework gave me one.
Job 1: Silent e makes a vowel say its name
This is the job most teachers and students already know. In a vowel-consonant-e pattern, the final e often signals that the vowel will be long. It is still an important pattern to teach—I just no longer teach it as the whole story.
Examples:
home
pane
tune
pipe
If you like using videos to introduce or review a concept, the Nessy video below could work as a quick entry point (Nessy, 2012). I would still follow it with sorting, discussion, and plenty of opportunities for students to notice when silent e is doing something other than making a vowel long.
Job 2: Silent e helps distinguish singular words from plurals
Examples:
hous => house (plural: houses)
ros => rose (plural: roses)
purs => purse (plural: purses)
This was one of the more useful ideas for me because it gave me language for words students often misread or question. In these cases, the final e helps show that the word is singular rather than a plural ending in s.
Job 3: English words do not end in v or u
This is the kind of pattern I wish I had understood earlier as a teacher. Once I learned that English words generally do not end in v or u, a whole set of spellings started to feel much more logical.
Examples:
have
true
stove
Of course, English also includes borrowed words that do not fit neatly into the pattern. That can be a useful reminder for students: English spelling is patterned, but it is also shaped by history and borrowing.
Job 4: Silent e can make c and g soft
If you teach spelling patterns such as the “cat/kite” rule, this is a helpful connection. When a final e appears after c, it often signals the soft /s/ sound. When it appears after g, it often signals the soft /j/ sound.
Examples:
cage
mice
race
forge
Job 5: Silent e can make th voiced
This is another job that helped me explain word pairs more clearly. In some cases, the final e signals that th is voiced rather than unvoiced, which gives students a more satisfying explanation for pairs like breath/breathe.
Examples:
breath => breathe
cloth => clothe
bath => bathe
Job 6: Silent e can make a short word look more complete
This category felt a little strange to me at first, but I found it helpful once I stopped expecting every final e to change pronunciation. Sometimes the e seems to be there because that spelling is the accepted written form of a very short word.
Examples:
axe
owe — I would not place this under Job 1, because the final silent e is not what makes the o long; ow functions as a vowel team. It could also be discussed under Job 8, since the final e helps distinguish owe from ow.
ewe
Job 7: Every syllable needs a written vowel
This job helped me think differently about words ending in -le. In English, every syllable needs a written vowel, so the final e is doing quiet structural work even when students do not hear it.
Examples:
table
cable
ankle
That idea also nudged me to talk more carefully with students about the difference between vowel sounds and vowel letters. Words like likely, madly, and nicely are helpful reminders that the spelling system is not always as simple as the shortcuts we first learn.
Job 8: Silent e can clarify meaning
This job is especially useful when students notice that two similar-looking or similar-sounding forms carry different meanings. The final e can help clarify which word the writer intends.
Examples:
or/ore
by/bye
Job 9: Sometimes silent e reflects the history of a word
This final category may be the most humbling one for teachers, because it reminds us that not every spelling can be explained by a tidy classroom rule. Sometimes the final e is there because of the word’s history, and I think that is worth naming for students too.
Examples:
come
done
are
What I appreciate most about Denise Eide’s framework is that it gives teachers a more honest way to talk about English spelling (Eide, 2012). Instead of reducing silent e to a trick, it invites us to show students that spelling patterns often have a reason—even when that reason is historical or structural rather than obvious at first glance. For me, that has made silent e instruction feel less like memorizing exceptions and more like helping students notice how written English actually works.
This post draws heavily from a materials project I completed in graduate school, where I explored resources related to culturally responsive teaching, language development, and equitable literacy instruction. While I have revised the piece for a broader audience, much of the original writing and reflection remains. What follows is a collection of books, articles, videos, and children’s literature that helped shape my thinking about how classrooms can better support students’ languages, identities, and literacy development.
● Culturally responsive pedagogy
● Code-switching and translanguaging in the classroom
● Academic Language
● Creating equitable literacy instruction
● Literacy and language instruction of English Language Learners
This was one of the most foundational books in the collection for me. Hammond breaks culturally responsive teaching into practical, approachable parts, helping readers think about self-awareness, relationships with students, and the ways culture shapes learning. What I appreciated most was that the book did not just make the case for culturally responsive teaching—it also gave concrete ways to begin. I found the discussion of brain development especially helpful because it connected equity work to the science of how students learn. The reflection prompts in chapter four also stood out to me because they encouraged me to think honestly about my own beliefs, biases, and teaching habits. Overall, this is the kind of book that stays with you because it is both thoughtful and immediately useful.
Brown’s book felt like a strong anchor for understanding how first and second language acquisition actually works. It is fairly research-heavy, but I liked that it offers built-in opportunities for reflection instead of leaving the reader to make those connections alone. The journal prompts, “Classroom Connections,” and “For the Teacher” sections all make it easier to think about how the research applies to real classrooms. One part that especially stayed with me was the chapter on common errors second-language learners make and the reasons behind them. That perspective helped me shift away from seeing errors as deficits and toward seeing them as part of the learning process. For educators who want a deeper understanding of language development, this book offers a lot to think about.
What drew me to this book was its focus on the relationship between language and identity. Because it is a collection of essays, it offers multiple perspectives on issues like Ebonics, code-switching, marginalization, and the ways classroom language practices can either affirm or silence students. I found it especially valuable because it pushes educators to examine their own assumptions about what “correct” language sounds like and who gets to decide that. It is one of those books that invites discomfort in a productive way, and I think that is part of what makes it so important. For teachers who want to reflect more deeply on language, power, and equity, this collection has a lot to offer.
Articles
Equal Educational Opportunity for English Learners
J. R. Lachance, Andrea Honigsfeld, & Gail Harrell | Article
I included this article because it gave me a clearer sense of how educators think about academic language and why it matters for English learners. The authors look closely at how ESL teachers define academic language and how they see their role in supporting students’ language development. What I found useful here is that the article does not treat academic language as just a buzzword—it shows how beliefs about it shape instruction. For anyone trying to better understand the connection between language development and equitable access to learning, this article offers a helpful starting point.
Code-Switching Pedagogies and African American Student Voices
K. D. Hill | Article
This article stood out to me because it shows what it can look like when a teacher genuinely values students’ home language practices in writing instruction. Hill’s study of a seventh-grade classroom offers a powerful example of how AAVE can be treated as a resource rather than a problem to correct. I was especially interested in how this could translate to younger students. It made me think about ways to create writing experiences that honor students’ voices from the very beginning. The article feels both practical and affirming, especially for teachers who want to think more carefully about code-switching without sending students the message that part of who they are needs to be left at the classroom door.
Translanguaging in Every Classroom
Melinda W. Cole | Article
Cole’s article is a really accessible introduction to translanguaging. I appreciated how clearly it explains the concept without making it feel overly theoretical or intimidating. For teachers who are curious about translanguaging but unsure how to begin, this piece offers a manageable entry point and some practical ideas for getting started. It is the kind of article that can quickly expand your thinking while still feeling approachable.
Culturally Responsive Literacy Practices in an Early Childhood Community
Sylvia V. Bennett, Ayse A. Gunn, Gloria Gayle-Evans, Emilia S. Barrera, & Cynthia B. Leung | Article
I liked this article because it connects culturally responsive teaching to the realities of early childhood classrooms in a very practical way. The authors outline several frameworks for culturally responsive practice and make them feel concrete rather than abstract. What stayed with me most was how the article encouraged me to think beyond just adding diverse books to a classroom library. It also pushed me to consider family engagement, classroom conversations, and the role literature can play in helping young children begin talking about fairness and social justice. For educators in early childhood, this article offers both big-picture ideas and useful classroom connections.
Translanguaging During Shared Read Alouds
Meaghan Moody, Sarah D. Matthews, & Zohreh R. Eslami | Article
This case study caught my attention because it focuses on translanguaging during shared read-alouds, which makes the idea feel immediately relevant to literacy instruction. I already valued shared reading, but this article helped me think more intentionally about how bilingual and multicultural texts can support language development at home and at school. I also found the family connection especially meaningful. The example of a bilingual parent using translanguaging while reading with her children offered a helpful reminder that families already hold valuable literacy practices, and teachers can build from those strengths rather than starting from scratch.
Opening Up New Spaces for Language Practice in Early Childhood Education for Migrant Children
A. Harju & A. Åkerblom | Article
What I found compelling about this article is that it challenges monolingual assumptions in early childhood settings and offers a different way of thinking about language instruction. Even though the study took place in Sweden, the ideas felt relevant beyond that context because many classrooms are trying to better support children who speak languages other than English at home. I appreciated that the article did not stop at critique—it also included examples of how a translanguaging approach might look in practice. For me, it opened up possibilities for making language instruction more inclusive and more responsive to the children already in the room.
Academic Language in Early Childhood Classrooms
Emily M. Barnes, John F. Grifenhagen, & David K. Dickinson | Article
This article gave me a useful overview of academic language in early childhood classrooms, especially because it breaks down vocabulary development in a way that feels practical. I liked that the authors explain the different tiers of vocabulary and offer guidance for choosing language to highlight during instruction. It is the kind of article that can help teachers move from general goals like “build vocabulary” toward more intentional planning. For anyone trying to support language growth in ways that are clear and purposeful, this is a helpful resource.
This TEDx talk stayed with me because it personalizes the cost of code-switching in a way that research articles sometimes cannot. Chandra Arthur speaks from experience about changing her language, appearance, and behavior to fit expectations, and that perspective makes the topic feel urgent and deeply human. What I took from this talk is the reminder that language is never just about communication—it is also about identity, safety, and belonging. I think this is an especially important watch for educators because it challenges us to consider what students may feel pressured to hide in order to be accepted.
This video is a strong introduction to translanguaging, especially for educators who are hearing the term for the first time. Dr. Ofelia García explains the relationship between first and second languages in a way that highlights how common classroom practices can unintentionally create inequity for bilingual students. I found it helpful because it connects big ideas about language to the everyday choices teachers make. It is short, clear, and a great place to start if you want to better understand why translanguaging matters.
I included this video because it offers something incredibly important: student perspective. Hearing immigrant children describe their experiences as English learners makes the challenges of schooling in a new language feel much more immediate and personal. What stood out to me most was the practical advice the students shared about what helps. For educators, this video is a good reminder that students themselves often provide some of the clearest insight into what supportive teaching looks like.
I liked this blog post because it breaks academic language down into clear, manageable parts. Instead of treating it as something vague or overly technical, the author explains vocabulary, grammar, and language functions in a way that feels accessible for teachers. I also appreciated the classroom examples, which help bridge the gap between theory and practice. If academic language feels intimidating, this post is a friendly place to begin.
This website feels like a strong starting point for teachers who are interested in translanguaging but are not sure where to begin. What makes it especially useful is the range of resources it brings together, from general guides to more specific materials for particular student needs. I found it helpful because it does not just explain translanguaging as an idea—it also offers tools that make it easier to picture how that work could look in practice.
Colorín Colorado is one of those websites that can quickly lead you down a very useful rabbit hole. It gathers a wide range of strategies and resources for supporting English learners in literacy instruction, including reading, writing, comprehension, and engagement. What I appreciate most is how practical it is—you can move from broad ideas to specific articles, videos, and instructional suggestions fairly easily. For teachers looking for support with literacy instruction for multilingual learners, this site offers a lot in one place.
I included this book because children deserve to see cultures and experiences reflected in the books around them. I See the Sun in Nepal offers a glimpse into the daily life of a young girl in Nepal and can open the door to meaningful classroom conversations about culture, identity, and belonging. I also love that the book includes both English and Nepalese text, which makes it a natural fit for conversations about multilingualism and translanguaging. It is the kind of book that can help students feel seen while also expanding everyone’s understanding of the world.
Same, Same but Different is one of those books that makes it easier to talk with children about both similarity and difference. Through the letters exchanged between two pen pals in different countries, the story shows that people can have a lot in common even when their lives look very different. I like this book as a way to encourage students to make personal connections while also noticing and respecting cultural differences. It feels like a gentle but meaningful conversation starter for elementary classrooms.
All Are Welcome feels like a natural read-aloud choice for the beginning of the school year because it so clearly communicates the kind of classroom community many teachers hope to build. The repeated message that everyone belongs makes it a strong book for talking with children about safety, inclusion, and respect. I see it as more than just a feel-good story—it can also help set the tone for how students will treat one another and how differences will be valued in the classroom.
Be You! feels like an invitation for children to show up as themselves. I like it because it encourages curiosity, connection, and self-acceptance in a way that is easy for young students to understand. In a classroom, I could see this book opening up thoughtful conversations about identity, uniqueness, and the value of celebrating what makes each student different. It is a simple but affirming text that fits well with the broader themes of this post.
Conclusion
Looking back on this collection, I still see it as a meaningful snapshot of the questions I was asking as a developing educator: How do we make literacy instruction more equitable? How do we honor students’ language practices and identities in the classroom? And how can the materials we choose invite more students into learning? Even now, these resources continue to offer practical and thoughtful starting points for educators who want to create more inclusive literacy spaces.
Because this collection began as a graduate school project, much of the writing still reflects that original work and the perspective I held at that time. Even so, the central ideas still matter to me: culturally responsive teaching requires ongoing reflection, intentional resource selection, and a willingness to learn from students’ linguistic and cultural knowledge. My hope is that sharing this project in blog form offers fellow educators a useful set of resources and an invitation to reflect on their own practice.
References
Articles
Barnes, E. M., Grifenhagen, J. F., & Dickinson, D. K. (2016). Academic language in early childhood classrooms. The Reading Teacher, 70(1), 39-48. https://doi.org/10.1002/trtr.1463
Bennett, S. V., Gunn, A. A., Gayle-Evans, G., Barrera, E. S., & Leung, C. B. (2017). Culturally responsive literacy practices in an early childhood community. Early Childhood Education Journal, 45, 241-248.
Cole, M. W. (2019). Translanguaging in every classroom. Language Arts, 96(4), 244-249.
Harju, A., & Åkerblom, A. (2020). Opening up new spaces for language practice in early childhood education for migrant children. International Journal of Early Years Education, 28(2), 151-161. https://doi.org/10.1080/09669760.2020.176087
Hill, K. D. (2009). Code-switching pedagogies and African American student voices: Acceptance and resistance. Journal of Adolescent & Adult Literacy, 53(2), 120-131. https://doi.org/10.1598/JAAL.53.2.3
Lachance, J. R., Honigsfeld, A., & Harrell, G. (2019). Equal educational opportunity for English learners: ESL teachers’ conceptualizations on the importance of academic language. TESOL Journal, 10, Article 415. https://doi.org/10.1002/tesj.415
Moody, M., Matthews, S. D., & Eslami, Z. R. (2021). Translanguaging during shared read alouds: A case study. Literacy Research and Instruction. https://doi.org/10.1080/19388071.2021.1889724
Books
Brown, H. D. (2014). Principles of language learning and teaching: A course in second language acquisition (6th ed.). Pearson Education.
Delpit, L. D., & Dowdy, J. K. (Eds.). (2008). The skin that we speak: Thoughts on language and culture in the classroom. The New Press.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
If you’re a teacher, homeschool parent, tutor, or Teachers Pay Teachers seller who’s ever wanted to create custom crossword puzzles without spending hours building them from scratch, you’re in the right place!
Two of my favorite tools for creating educational resources are ChatGPT and Canva. Whether I’m designing activities for my classroom or creating resources for my Teachers Pay Teachers store, using these tools together helps me save time while still producing high-quality, engaging materials.
I’ve used this process to create vocabulary crosswords, phonics activities, science review puzzles, social studies vocabulary practice, holiday-themed games, and even seasonal enrichment activities. Once you learn the workflow, you can adapt it to almost any subject or grade level.
If you want to learn about other ways I use ChatGPT and Canva, please comment below
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In This Tutorial…
In this tutorial, I’ll walk you through how I use ChatGPT to generate vocabulary words and clues, then use Canva’s Activities Maker app to turn them into a ready-to-use crossword puzzle in just a few minutes.
What I love most about Activities Maker is that it goes far beyond crosswords. You can also create word searches, mazes, and even Bingo boards (with a Canva Pro subscription), making it a fantastic tool for teachers, homeschoolers, and resource creators alike.
A Quick Note About Canva Licencing
I have a Canva for Education account, which gives me access to many Pro features at no cost. However, if you plan to sell any resources you create, be sure to review Canva’s licensing terms carefully. The Education license does not grant commercial usage rights in the same way a paid Canva Pro subscription does.
If you’re creating products to sell, you’ll either need to purchase the appropriate licenses or use elements that are designated as free for commercial use.
If you’d like to see a tutorial on how I search for free Canva elements and clip art for commercial projects, let me know in the comments!
Creating a Document On Canva
For this example, we’ll be creating a simple 10-clue vocabulary crossword puzzle, but once you learn the process, you’ll be able to adapt it to virtually any topic or skill. Let’s jump in.
First, we need to create a document on Canva. So navigate to the website: www.canva.com
Click on the “plus” button to create a new document
A window will appear with several document size options.
To create a custom-sized document, scroll down through the available presets and select Custom Size. This will allow you to enter the exact dimensions you’d like to use for your puzzle.
Next, enter your desired page dimensions. For this tutorial, I’m using an 8″ × 10″ document, but you can also use the standard letter size of 8.5″ × 11″.
Personally, I prefer 8″ × 10″ because it tends to print a little more cleanly and helps prevent any part of the puzzle from being cut off by printer margins. That said, either size will work, so feel free to choose the format that best fits your needs.
When you’re finished entering your dimensions, click on “create new design”
Upload a Background Image
Next, let’s add a background.
For this tutorial, I created my background in PowerPoint using basic shapes and design elements, then saved the slide as a JPEG image.
If you’d rather create your design directly in Canva, that’s an option too. Simply click on Graphics or Images and search for a background that matches the look and feel you’re going for.
Canva offers thousands of options, making it easy to find something that complements your puzzle theme.
Click on the Upload files button
Locate your file in your documents. Then click “open”
Now For the Fun Part!
Now it’s time to open the tool that will create our crossword puzzle. In the same sidebar where you uploaded your images, locate and click on Apps.
Once the Apps panel opens, click inside the Search Canva Apps box and type Activities Maker
Select this first app that appears
When the app pops up, click on Open.
At the top of the Activities Maker menu, select crossword
Generate Content With ChatGPT
Next, open ChatGPT in a new tab. We’re going to use it to generate the words and clues for our crossword puzzle.
Type the following prompt:
“Using this format: FIRSTWORD; First Clue SECONDWORD; Second Clue, generate a list of 10 adjective words and their definitions. They should be grade-level appropriate words.”
Feel free to customize the prompt to fit your needs. You can change the part of speech, vocabulary skill, number of words, or grade level depending on the type of puzzle you’d like to create.
Once you’ve adjusted the prompt, press Enter on your keyboard and ChatGPT will generate your word and clue list in the format needed for Activities Maker.
Once ChatGPT has generated your word and clue list, copy the entire response by clicking the Copy button, which appears as an icon with two overlapping squares. This will automatically copy the formatted list to your clipboard, making it easy to paste directly into Canva in the next step.
Generating Your Crossword
Return to Canva and reopen Activities Maker if it is no longer visible. If needed, simply repeat the previous steps to locate the app under Apps.
Once Activities Maker is open, paste the list you copied from ChatGPT into the Words and Clues List field.
Next, scroll down to the customization options. By default, Activities Maker may be set to include 12 words. To change this, either type your desired number directly into the box or use the slider to increase or decrease the total number of words included in the puzzle.
Since our list contains 10 words, we’ll set the puzzle to include all 10.
Click “Generate” at the bottom of the page
If Activities Maker doesn’t generate your puzzle correctly, double-check that ChatGPT followed the exact format requested in the prompt. Even an extra punctuation mark or line break can sometimes cause import issues.
Finishing Touches
Once the puzzle is generated, Activities Maker will create four separate elements:
• A blank crossword puzzle
• A completed crossword puzzle (answer key)
• A list of Across clues
• A list of Down clues
These elements will be placed on your canvas automatically, but you’ll need to arrange and resize them to fit your page layout. Don’t worry if everything looks a little messy at first—that’s completely normal.
In the next step, I’ve included a video demonstration showing exactly how I positioned and formatted the puzzle components to create the final worksheet.
Watch the video below to see how I arranged the crossword
Ready to Download!
Click on “Share” at the top of the page
Once you’re happy with the layout of your crossword puzzle, click Download in the upper-right corner of Canva. This will open the download settings menu, where you can choose your preferred file format and adjust any additional export options before saving your worksheet.
Choosing a File Type
Use the dropdown menu to select your file type. For this crossword puzzle, I’m choosing PDF Print since it provides the best quality for printing worksheets.
You’ll also see several additional options:
Crop Marks and Bleed – This adds trim marks around the page for professional printing and cutting. Since this is a classroom worksheet and won’t need to be trimmed, I’m leaving this option unchecked.
Flatten PDF – This combines all of the elements into a single image within the PDF. This can be helpful if you want to prevent accidental editing, but it’s optional.
Include Notes – If you’ve added notes to your Canva document and would like them included in the PDF, select this option. I haven’t added any notes, so I’ll leave it unchecked.
Match Reading Order to Layers – This option is useful if you’ve carefully arranged layers for accessibility or screen readers. For this worksheet, I don’t need to use this setting.
You can also choose which pages to download and adjust the color profile if needed.
Once your settings are selected, click Download and Canva will generate your finished crossword puzzle PDF.
Opening Our Crossword Puzzle
If you’re using Google Chrome, you can quickly open your downloaded file by clicking the Downloads icon in the upper-right corner of the browser (circled in red in the image below). A list of your recent downloads will appear. Simply click on the PDF file you just downloaded to open and review your completed crossword puzzle.
And that’s it! In just a few minutes, you’ve created a custom crossword puzzle using the combined power of ChatGPT and Canva. This simple workflow can save you a tremendous amount of time while still allowing you to create engaging, curriculum-aligned activities tailored to your students’ needs. Whether you’re making vocabulary practice, review activities, or themed puzzles for special occasions, the possibilities are virtually endless.
I’d love to see what you create! If you use this tutorial to make your own crossword puzzle, let me know in the comments what topic you chose. And if you’d like to see tutorials for creating word searches, mazes, Bingo boards, or other classroom resources using ChatGPT and Canva, be sure to leave a comment below.
