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Introduce -ed = /d/, -ed = /t/ words

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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 and pronounced /d/ or /t/, the student can say the word ( filled -> "filled", kicked -> "kicked" ).
Items: filled, hugged, smelled, kicked, asked, dropped, melted, landed, blasted

What to do

  1. Write the word fill on the board. What's this word? If students don't recognize the word, sound it out with them. Good. Can anyone tell me what fill means? I'll name some things, you tell me if you can fill them: a cup. Students: yes. A bicycle; a garbage can; a fishing pole.
  2. Okay, now I'm going to change something. I'm going to add an ending to this word. Add the letters -ed to fill making filled. What word do we have now?
  3. If a student answers fill-ed, say, That's what you would get if you sounded it out, but is fill-ed a word? Remember, this ending (underline ed) changes the word to mean something that happened in the past, like yesterday. Today, I will fill the garbage can. Yesterday I... Student: filled. Right! Not fill-ed, filled. Good.
  4. Write melted on the board next to filled, starting a different column. You are going to write other words below these words. What's this word? Right: melt. Here's the e, d ending. Underline it. So that's interesting, these words have the same e,d ending, but the endings sound different, listen: melted, filled. Emphasize the endings. Sometimes the same ending makes a different sound.
  5. It gets stranger. Do you want to see how? Write kick in a third column. As before, have students read it or sound it out, add ed and underline it, then have them read kicked. Correct students who say kick-ed. Kicked has a /t/ sound at the end, like hot. Can you hear it: kicked. So now we have three different sounds for the e, d ending: filled, melted, kicked. Say them with me. Fortunately, there are only three different ways to say e, d!
  6. There are lots of words like these. Let's see. Write landed below melted and have students read it. Point out that the ending makes the same sound as in melted. Repeat with other words until you have three columns: filled / hugged / smelled, melted / landed / blasted, and kicked / asked / dropped.
  7. If you have time, practice some more by pointing at one of the words on the board at random and asking students to read it. Continue until they are reading all the words fluently.

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