Introduce -ed = /ed/ words
From FreeReading
| Activity Type: Introduce |
| Activity Form: Standard |
| Grade: 1 |
| Group Size: Small Group, Whole Class |
| Length: 8 minutes |
| Materials: - |
| Goal: Given a written word ending in -ed, the student can say the word ( melt, melted -> "melted" ). |
| Items: melted, rested, landed, grunted, trusted, rented, blended, blasted, printed |
What to do
Note: If your students already recognize the words here without needing to sound them out, you can skip the sounding out parts of this activity.
- Write the word melt on the board in letters at least a foot tall. Sound out this word with me: mmmeeelllt. Again: mmmeeelllt. Point below each letter as you sound it out. Make sure everyone is joining in. Now say it fast: melt; melt. Run your finger underneath the word as you blend. Good. Can anyone tell me what melt means? I'll name some things; you tell me if they could melt: a block of ice. Students: yes. A tree; ice cream; an elephant; butter in a hot pan.
- Okay, now I'm going to change something. Add the letters –ed to melt, making melted. Let's sound out this new word I made. Ready? Mmmeeelllteeed. Now say it fast: melted; melted. Does anyone know what melted means? Right! Yesterday I melted some butter in a pan. When you add /ed/ to the end of a word (underline the letters ed), it changes the word to mean something that happened in the past. Watch again: Cover up the ed. Today, I melt butter in a pan. Uncover ed. Yesterday, I melted butter in a pan. Cover up ed again. We call this the base word, like home base in baseball. Cover up melt. And we call this the ending. When you add an ending to a base word, the base word changes its meaning like it did here: melt, melted.
- Let's try another. Erase melted and write rest. Have students sound it out and use it in a sentence. Change it to rested, and have students sound that out and use it in a sentence.
- Repeat with land-landed, grunt-grunted, trust-trusted, rent-rented, blend-blended, blast-blasted, print-printed, or as many of these as necessary to convince you that all students get it. Watch for students who are not participating, and give them an individual turn.
- If your students know how to read the irregular word want, show them want-wanted also. Similarly, if your students know how to read the VCe word fade, show them fade-faded also.