Lesson 2 Title: Exploring Pronunciations of Suffix –ed, /d/ /id/ /t/

Name Date Grade /Age Number Length

Erin Kelley November 2nd, Grade 3 Small Group (4 50 minutes

Context

School is in an urban setting where 90% of students qualify for free/reduced lunch.
Students are from varying backgrounds; one student, male, age 8, is from a family that speaks
Haitian Creole at home, another, male age 8, from a Russian speaking family and two
students, one male, 9, one female, 8, from Spanish speaking families. Lesson is designed for
these students at an English Language proficiency level 3 according to WIDA (2012) standards.
All four students were assessed using the Primary Spelling Inventory (Helman, et al., 2012).
Three of the Students in the group scored in the Early section of the Syllables and Affixes
Spelling Stage. One student scored in the Late stage of the Within Word Pattern Spelling
Stage.

This lesson is the second small group lesson to teach the three pronunciations of the suffix –
ed. Students are familiar with the sounds and will continue to practice in this lesson. These
small group instructions are held within a larger unit on the Civil Rights Movement. Students
have learned about the Civil Rights Movement in their Social Studies class and have
understanding of the content of this book. Their previous lessons have asked students to
discuss and compare lives of children during the 1960s to lives of children in current time. In
previous word study lessons, students have been taught that the suffix –ed changes words to
the past tense. They have used the sentence frame *The suffix _________ makes the root
word ________ change to the _________ tense. Students will continue to practice their
sounds as they continue to learn about inflectional endings.

Rationale

Students need to understand the relationships between base words and common suffixes
and apply word analysis strategies when decoding words (Comm. It is important that English
learners understand how these morphemes come together, which will in turn support their
spelling and vocabulary development (Helman, et al., 2012). The students are in the
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intermediate stage of literacy development in the Within Word Pattern and Syllables and
Affixes spelling stages as stated above. This lesson is designed to help the students lay
groundwork for a deeper look at the morphology of the English language. Helman, et al.
describes this stage as a critical one for English learners. They state that many opportunities
for guided practice such as word sorts are necessary for the groundwork students need to
build before moving on to more open-ended questions. It is with activities like these that
students come to manipulate our language and can then in turn search for patterns on their
own. Students may not have a past tense that changes words like the English language does.
It is necessary, therefore, to give students explicit teaching and chances to explore this suffix.
Helman, et al. also states that pronouncing and perceiving the different sounds may be
difficult for students- especially those who may not have these sounds in their home
languages. It is important to provide students with ample opportunities for practice. In this
particular lesson, only base words that add -ed are used for the word sort.

Standards

Standard Activity

Identify and know the meaning of the most -Students express their knowledge of –ed
common prefixes and derivational suffixes. using the aforementioned sentence frames.
(CCSS.ELA-Literacy.RF.3.3.a) Students identify the suffix in target
vocabulary.
English language learners communicate for
social and instructional purposes within the Students communicate with peers and
school setting. (WIDA ELD Standard 1) teacher in order to compare answers, argue
their opinion and share ideas.
English language learners communicate
information, ideas and concepts necessary Students are asked to work together to
for academic success in the content area of complete a word sort, express their ideas
Language Arts. (WIDA ELD Standard 2) using sentence frame(s) and pronounce
inflectional ending –ed.

Objectives

Content Objectives

Content objectives are statements that describe what you intend for the learners to know and
be able to do as a result of your instruction. Content objectives should be specific and

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measurable. They should guide your planning for instruction and assessment within the
lesson.

a. Students will be able to identify the suffix –ed in target vocabulary.

b. Students will be able to explain verbally that –ed changes a root word to past tense.

c. Students will be able to pronounce the suffix –ed in the three different ways: /d/ /id/ /t/

Language Objectives

a. Students will be able to listen to a read aloud story and answer simple wh- questions
during the reading.

b. Students will express their understanding of the suffix –ed using target vocabulary: tense,
root word, suffix.

c. Students will be able to use the sentence frame* to verbally express their understanding of
the three pronunciations of –ed.

*In this word –ed makes the _____ sound.

d. Students will pronounce target vocabulary –ed words to provide examples of a past tense
word using three different pronunciations: /d/ /id/ /t/.

Materials

- Literature: Tonatiuh, D. (2014). Separate is never equal: Sylvia Mendez & her family’s fight
for desegregation. New York, NY: Abrams Books for Young Readers.

-word sort cards, headings and pocket chart

-chart papers separated into 3 columns- one for each sound

-(4) individual /d/ /id/ /t/ sort papers for assessment

Procedure (The How)

Opening

To capture the interest and attention of your learners, open your lesson with a motivational
activity. Relate the lesson to previous lessons/learning; review material previously taught. It is
also important to tell the pupils the goals and rationale of this lesson.

1. Teacher should open by asking students to think about their prior knowledge of the
suffix –ed. They should be given a moment to think about their answers before asking
for response. Students may partner talk and then share out. (2 min)

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 2. Teacher will repeat what they learned in the previous lesson: 2. Tell students that the
suffix –ed can be pronounced in three different ways. We can hear it make /d/ /id/
and /t/.Have students practice these sounds in isolation. Let’s listen to these
examples: yelled, pointed, asked. Have students repeat the words after you. (2 min)

3. Have students split into groups of two to play a game in order to sort the words into
the three pronunciations. Have graph paper at front of room for each pair of students
and tell the students they have to sort their words together according to the sound –
ed makes at the end. Students use select words from previous lesson so they are
familiar with words and able to complete activity. Allow students time to talk and
work together. First team to sort and read the words on their paper wins a sticker. (6
min)

Development

1. Teacher will transition students to sit together in order to listen to instruction. Teacher
tells students When we talk about the sounds that the suffix –ed makes, we can use
the sentence “In this word, the suffix –ed makes the _____ sound”. Teacher reviews
three sounds and gives example of each for sentence frame: (5 min)

a. I can use the sentence frame to talk about pointed. “In this word, the suffix
-ed makes the /id/ sound”. As teacher says sentence aloud, point to words
on paper to provide visual for students. In the _____ space, teacher can
write in /id/ for students to see.

b. Repeat for /d/ example: yelled.

c. Repeat for /t/ sound: asked.

2. Teacher asks students to repeat the sentences from above. Then the teacher asks
students to read one of the sentences individually to provide practice using the
sentence frame. (2 min)

3. Teacher then asks students to review new word sort words (prepared from Words
Their Way word sort for Past Tense Endings). Students repeat the new words aloud
and teacher checks for understanding of the base word (ex. jumped If I have
jumped, what did I do in the past?) Students read through all of the words to prepare
for word sort. (3 min)

4. Students work with partner in order to complete word sort with the words from the
Past Tense Endings word sort. Teacher reminds the students of the sentence frame
and give them each a written copy of it. In addition to the sentence frame, students
are given three squares of paper, each with a different pronunciation written on it.

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 Students may use these tools to visually construct their sentences before verbally
expressing their thoughts. Students work through their words. (10- 15 min).

5. As students complete sort, teacher listens to both groups to make sure students are
appropriately using the sentence frame in order to express their answers. Both
students who speak Spanish are paired together for this activity so that they may use
their home language if necessary to compare answers.

Closing

1. Let’s talk about what happened in the story Separate is Never Equal. Teacher leads
whole group discussion of the content in the story and how it fits in with the unit they have
been learning about. Students discuss and listen as they explain how Separate is Never Equal
explores Civil Rights. Teacher asks students to partner talk why they think the book uses the
suffix –ed in the writing. Teacher may refer students back to their sentence frame *The suffix
_________ makes the root word ________ change to the _________ tense. In order to talk
about the job of –ed in a word’s meaning. (10 min)

Assessment

The teacher is informally assessing students as they work together to complete the word sort.
The teacher should listen as students think through the process of sorting and make sure they
are sorting the sounds according to correct pronunciation for each of the three sounds. In
addition, the teacher uses an “exit ticket” assessment in the last activity as the students
independently sort a few familiar words with the suffix –ed according to its sound. These
words were not previously used in this word sort, but instead are familiar base words the
students would be able to easily read and understand (ex.- kick, watch). Students are then
given a sentence frame template and asked to verbalize their sort using this language. If
student is able to use the sentence frame appropriately and sort sounds 85% of the time, the
student has met the objectives of this lesson.

Extensions

Within the lesson:

Extension Activity: Students may play the game from the Opening of this lesson with their
new words. Teacher can keep same teams or change them to make them fair after this lesson.
Students race to sort and read their words to win the game.

Extension activity: grade appropriate books in classroom library that provide content for Civil
Rights Movement in the past tense. Students can “word hunt” and look for other words in the
books that use the suffix –ed in order to extend their learning.

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Extension Activity: include words that only add –d in past tense (ex.-smile= smiled) for
students to practice sorting. What do they notice about the pronunciation of these words
(guide them to answer using sentence frame).

Beyond the lesson:

This lesson used base words that add –ed to the end to practice pronunciations for the
inflectional ending. Further lessons and sorts should be conducted with words that only add –
d when changed to the past tense so students are exposed and learn the irregularities of the
English language. Helman, et al. make it a point to note that the spelling of base words are
important to remember because this can complicate the lesson further for students.

The next feature study should focus on ambiguous vowels in one-syllable words, according to
the Sequence of Word Study for English Learners in the Syllables and Affixes Stage (Helman,
et al., 2012). They describe this as the next step as students may not have these sounds in
their home language and require

Resources

Helman, L., Bear, D. R., Templeton, S., Invernizzi, M., & Johnston, F. (2012). Words Their Way
with English Learners: Word Study for Phonics, Vocabulary, and Spelling (2nd ed.). Pearson
Education.

National Governors Association Center for Best Practices & Council of Chief State School Officers
(2010). Common Core State Standards for English language arts and Reading: Foundational
Skills. Washington, DC: Authors.

World-Class Instructional Design and Assessment (WIDA). (2012). 2012 amplification of the
English language development standards. University of Wisconsin-Madison: Wisconsin Center
for Education Research. Retrieved from http://wida.us/standards/eld.aspx.