Adding -ed to words: Sort #5

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SWBAT analyze and categorize inflected endings on CVC, CVCC, CVCe, and CVVC words

Big Idea

Teach students why you double the final consonant, drop the final e, or do nothing before adding the -ed ending on one syllable words

My Lens

This is a lesson in a series of lessons out of the Words Their Way word work  curriculum.  Students are continuing to learn how to look for particular patterns of letters that fall into several categories of syllable types.  Once they identify the syllable type they can place the word under the correct heading.  Then they analyze how the syllable type affects the sound of the -ed suffix when it is added to a root word.


15 minutes

Students are learning to read CVC, CVVC, CVCe words with the inflected ending -ed added to them. Then they will learn how to analyze the different root words and decide if the root has a doubled final consonant, a root word that you drop the final e, or just adding the ed to the root.

I will start by putting the word sort #5 from the syllables and affixes sort book under the doc camera. Next I will lead a call and response of all the words.  I do this to make sure all students can read the words. Later as I work with small groups I will check for understanding of the meanings of the words. Most of these words are tier one words and students know what they mean- but I will check in with my ELLs and a few other students who I know have limited speaking and reading vocabularies.

After reading the list of words, I will demonstrate how to set up the four columns in their word work notebooks using my notebook. The columns are Double, E-Drop, Nothing, and Oddball.

I used a gradual release model with the large group on the rug.  I had the students look at the first bolded word on the list. hopped.  I scaffolded the task by using my finger to cover up the ed on hopped.  Then I asked, "What is the root word?  h o p... or h o p p?...students say, "h o p".  "Good I say.   That means it is a CVC word.  H consonant, O is a vowel and P is another consonant.  CVC.  With a CVC word you have to double the final consonant.   See how hopped has two ps? Hopped!  So let's write hopped under the column Double.  I will continue with the bolded words joined and hoped

Next students will analyze the rest of the words looking at their roots to identify consonant/vowel patterns.   They are looking for cvc, cvce, cvcc,  Once they identify roots students will know whether to drop final e before adding -ed (like in save and saved) or double the final consonant as in hop and hopped, or to do nothing and just add the suffix -ed, as in joined.

Some other examples of words in this sort are:  nodded, waited, named, saved.  I am also asking students to notice all three sounds the suffix -ed can make:  When -ed is added to hop and hope it makes the /t/ sound; when -ed is added to nod (nodded) and wait (waited) it makes the /id/ sound; when -ed is added to name (names) and save (saved) it makes the /d/ sound.

This is an important skill.  I have found that some 4th and 4th grade students, especially ELL students and students with individual education plans need explicit instruction on adding -ed to words and how to read  and write them correctly.  Without explicit lessons on this skill it is likely they will continue to make reading and spelling errors. Reading words like jumped as /jump-id/ or writing it as jumpt.  I also see common spelling mistakes like grabed for grabbed.

In this lesson, students also will practice reading the words paying particular attention to if the -ed sounds like /t/, /id/, or /d/.

Small Group Work

15 minutes

I selected six students to work independently on the back rug when I am working with the large group in the front of the room during word work. These six students have strong spelling skills and/or large vocabularies.  They will benefit from working at the derivational stage of spelling. They are revisiting sort #1 in the book Derivational Spellers with the help of Ms. Ana Room 14's UW Intern.  They are writing all of their words on slips of paper to post under one of four prefixes that change the root word into its opposite and posting words to a pocket chart.  The prefixes they are studying are un, dis, in and mis. Students will then share their chart with whole class and post chart in hallway.  These students work primarily independently for the first 15 minutes of word work, then I check in with them during the last 5 minutes of word work.  I have included a photo of the chart they shared with the rest of the class on how prefixes can change the meaning of the root word. Photo 2 shows another chart they made while working independently during word work.

I also have several other small groups I work with outside of the regular word work period to give students extra practice with the skills required to master the objectives.  In this video, a student is reading a list of words that have the suffix -ed added to the root word and makes the /t/ sound.

Independent reading

30 minutes

After word work, students will move into independent reading.  Students will have the opportunity to continue to develop their skills of identifying main ideas and supporting details in an informational text.  Students may choose to reading a non-fiction passage from their folder, read their non-fiction library book, or a book from the classroom library.  I allow choice as a way to differentiate the task.  My goal is to make make sure all students are reading in a text that is at the correct level of difficulty if they are working independently.  If they working in a small group with a teacher, the task has to be in their ZPD, their Zone of Proximal Development.  If I am working with a small group, I can have students reading in a text that is at their instructional level and/or grade level.  This is one way I make sure students are reading grade level material at least 20% of the time.  The CCSS in ELA requires that students work in grade level reading materials.  These materials may be above students' independent reading level.  I am encouraging and providing students with learning opportunities to increase their reading comprehension skills- gradually reducing the achievement gap.  

I have differentiated the task by providing leveled passages for all students.  Each passage has a set of main idea and supporting details questions for each paragraph.  This scaffolding is especially helpful for for my ELL and SPED students.