rt ms phonics lesson 35

8/8/2019 RT MS Phonics Lesson 35

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Inflected Endings: -s, -ed, -ing; /t/ Spelled ed

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Multi-Session Phonics

Lesson 35

continued on page 2

1PARTPARTMaterials: Picture Cards: apple, bicycle, cats,cook, crayons, jump, play, yell; Word Cards:eight, every, now, play, played, playing,

plays, upon

Step 1 Action Words• Show the student the Picture and Word Cards for

cats and ask the student to identify the pictureand read the word.

• Say: You already know that we add the letter sto show more than one. Today we are going to

add letters to words that show actions.

• Place the rest of the Picture Cards on the table.Ask: Which pictures show people doing something?What are they doing? (Sample responses: cooking,

jumping, playing a game, kicking, pitching, yelling)

• Tell the student that cooking, jumping, kicking,playing, and yelling are actions—what peopleand animals can do. Ask: What are some otheractions you can name? (running, digging, reading,and so on)

Step 2 Isolate Endings• Lay out the Picture Card for play (the boy kicking

a soccer ball and the girl pitching a baseball) andthese Word Cards: play, plays, played, playing.

• Point to either the boy or the girl. Say: This person

is playing a game. Point to the Word Card play and have the student blend the letters to say theword. Say: Play is a base word. We add endingsto base words like play.

• Point to the word plays. Say: What letter do you see on the end of play? (-s) Blend the sounds tosay plays. Tell the student we add -s to actionwords when we say He plays or She plays.

• Point to the word playing. Say: What lettersdo you see on the end of play? (-ing) Blend thesounds to say playing. Tell the student we add -ing to a base word when we want to show somethingthat is happening right now: He is playing. She is playing. They are playing.

• Point to the word played. Say: What letters do

you see at the end of played? (-ed ) Blend thesounds to say played. Tell the student we add -ed to action words to show something that alreadyhappened: He played yesterday. She playedlast week.

• Point to each Word Card again ( play, plays, played, playing) and ask the student to move a fingerunder each word to blend the sounds and sayeach word. Have the student point to the endings-s, -ed, and -ing.

• Tell the student he/she will see lots of words withthese endings.

Step 3 Read High-Frequency Words• Show the student these Word Cards: eight, every,

now, upon. Read each word aloud several times.Point out the letters in each word.

• Have the student read each word with you asyou point to it. Then echo read the words: youread a word and have the student read the wordafter you.

• Select a card or two and have the student say asimple sentence using the word(s). For example:Eight comes after seven. Help the student say

other simple sentences using the new high-frequency words of the lesson.

Note to the Tutor: Remember to collect all the Picture,

Letter, and Word Cards and put them back in the

packet for use next time.

1

Target Elements: inflected endings: -s, -ed, -ing; /t/ spelled ed

Review Elements: long /i/ vowel patterns

Target High-Frequency Words: eight, every,now, upon

Review High-Frequency Words: down, know,purple, very

To the Tutor: Some students will require more time on theseactivities than others. Feel free to adjust the pace of the lesson

and the amount of practice the student needs. You can track thestudent’s progress by placing a check and/or date next to eachpart of a lesson that is completed.


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Lesson 35

Multi-Session Phonics (continued)

2PARTPART

Materials: Picture Cards: jump, play; LetterCards: a, d, e, g, i, j, l (2), m, n, p, s, u, y; WordCards: down, eight, every, jumped, know, now, played, purple, upon, very; Student’s wordring (optional)

Step 1 Action Words• Review the concept of action words by asking

the student to think about the things he/sheand his/her friends do in school each day. Givethe student a pattern to use, such as: We color, we

read, we walk to the library. After each example,have the student identify the action word.

Step 2 Compare Ending Sounds

• Show the Picture Card for play. Ask: What is the person in the picture doing?

• Show the Word Card for played. Remind thestudent that we put the ending -ed on a word toshow an action that has already happened. Havethe student blend the sound to read the word.

• Show the Picture Card for jump. Say: The personin the picture is jumping. What do we add to the

word jump to show that the action has alreadyhappened? (the ending -ed )

• Show the Word Card for jumped. Have thestudent blend the sounds to read the word.Ask: What sound do you hear at the end of

jumped? (the /t/ sound)

• Ask: Do you hear the same sound or a different sound at the end of jumped and played? (adifferent sound)

• What letters stand for the /d/ sound you hearat the end of played and the /t/ sound you hearat the end of jumped? (the letters -ed )

• Say the following words and have the studentrepeat each one to hear the ending sounds: yelled, played, jumped, cooked, hoped, looked, stayed. Then remind the student that the letters-ed stand for both the /d/ sound and the /t/ soundat the end of these words.

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continued on page 3

Step 3 Add Endings

• Show the student the Picture Card for play andhave the student identify it.

• Line up the Letter Cards p, l, a, y on the table.Ask the student to blend the sounds of the letterstogether to say the word: play.

• Say: How do we change this word if we wantto say She plays or He plays? (Add the letter s to the word play.)

l a y sp

• Give the student the letter s and have him/heradd it to the word play; then blend the sounds

and say plays.

• Mix up the Letter Cards p, l, a, y, and s and havethe student make plays again and read it aloud.

• Repeat this procedure and have the student makeand say played and playing. If necessary, push theletters ed and ing together and give them to thestudent to add to the word play.

• Repeat with the words jump and yell.

Step 4 Read High-Frequency Words

• Show the student these Word Cards: eight, every,now, and upon, and remind the student thatthese are the words he/she needs to memorizethis week.

• Read each word aloud several times. Point outthe letters in each word. Then have the studentread each word with you. Finally, hold up eachword in turn and have the student read it.

• Review these high-frequency words from aprevious lesson: down, know, purple, very. Havethe student read them.

• (Optional) If the student has a word ring of thehigh-frequency words from tutoring sessions so

far, have the student read each word on the ring.





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Lesson 35


3PARTPART

Materials: Picture Cards; Word Cards: eight,every, now, upon; Letter Cards: a, c, d, e, g, i, j,k (2), l (2), m, n, p, s (2), u, y; Notebook paper;Tag board, hole punch, ring fastener (optional);

Phonics Practice Sheet

Step 1 Action Search

• Place all the Picture Cards face up on the table.

Ask the student to look at each picture, identify it,

and put together all the cards that show action.

Step 2 Make Words with Endings• Remind the student that he/she can add endings

to lots of familiar words and change what theymean. Review that endings can make a word tellabout an action happening right now or an actionthat has already happened.

• Place the Letter Cards p, l, a, y, and s on the tableand have the student identify each one. Thenask him/her to put the letters together to make plays and blend the sounds to say plays. Havethe student use the word in a sentence aloud.

• Take away the letter s. Ask: How do you change

the word play to show that someone played yesterday? Give the student the Letter Cards eand d and have him/her add the letters at theend of play to make played. Have the studentblend the sounds and say played. Then havethe student use the word in a sentence aloud.

• Repeat this and have the student make playing.Point out that the ending -ing means that theaction is taking place right now. Have the studentuse the word in a sentence aloud.

• In turn, give the student the letters needed tomake the following sets of words: jump, jumps,

jumped, jumping; yell, yells, yelled, yelling; kick,kicks, kicked, kicking; ask, asks, asked, asking.

• Write the words the student makes in a list onthe notebook paper. Ask the student to readeach word.

• Tell the student to circle each base word ( play, jump, yell, kick, ask ) and underline each ending.

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continued on page 4

Step 3 Review High-Frequency Words

• Lay out all the Word Cards for the new high-frequency words for this lesson: eight, every,now, upon. Point to each word, read it, andhave the student repeat it with you.

• Turn the cards face down. Have the studentpick a card and read it. If a student cannot readthe word, read it, and have him/her repeat itafter you. Then put the card back in the pile foradditional practice.

• (Optional) Cut the tag board into Word Card-sizedpieces. Ask the student to select a Word Card andread the word on it. Write the word on the tagboard. Connect the cards together on the student’sword ring. Have the student keep the word ring atschool and continue to add words from tutoringsessions to it.

Note to the Tutor: Many of the high-frequency words

do not follow phonics patterns. The student must

memorize these words. Putting them on the ring will

make it easier to review and learn these words.

Step 4 Read Words• Show the student the Phonics Practice Sheet.

Point to the section titled Words and ask thestudent to read each word, moving from leftto right and from top to bottom.

• To correct a misread word in the first column, tellthe student to run his/her finger under each letterin the word saying the sound at the same time,then blending the letters together. To correcta misread word in the second column, read theword, point out the letters, and have the studentread it after you.





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Lesson 35


4PARTPART

Materials: Letter Cards: b, e, g, h (2), i, l, n, p, r, s,t; Phonics Practice Sheet

Step 1 Alliteration• Give practice in listening for beginning sounds.

Say the following sentences and ask the studentto finish each one with a word that begins withthe same sounds as most of the other words.

You can find sharks and shells next to the_____. (shore, ship)Big bugs can _____. (bite, buzz, bother)Wally wants a _____. (watch, wand, wagon)Ronny Rabbit ran a _____. (race, roller coaster)

Note to the Tutor: The following activity reviews a

skill taught earlier in the tutoring sessions. If the

student has not previously learned about vowel

digraph /i/, then you may consider skipping Step 2.

Step 2 Review Long i Words• Remind the student that he/she has learned some

different ways to spell the long /i/ vowel sound.Give the student the Letter Cards p, i, e and havehim/her push them together to make pie.

• Ask: How would you change pie to make tie? (Replace p with t.) Have the student blend thesounds to make tie.

• Repeat the process and have the student makelie. Have the student blend the sounds and sayeach word he/she makes.

i

i

i

e

e

e

p

t

l

• Place the Letter Cards h, i, g, h on the table andhave the student put the letters together to blendand make high. Ask: What letters stand for thelong /i/ vowel sound in high? (i, g, h)

• Place the Letter Cards b, n, r, s, and t in front ofthe student. Ask: How would you change high

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continued on page 5

to make night? (Replace h with n and add t atthe end.) Have the student blend the sounds tomake night.

• Repeat the process and have the student usethe letters to make right, bright, and sight. Have the student blend the sounds and sayeach word he/she makes.

i

i

i

i

i

g

g

g

g

g

h

h

h

h

h

t

t

t

t

n

h

r

r

s

b

Step 3 Finish the Phrase

• Show the student the Phonics Practice Sheetand point to the section titled Finish It! Explainthat these are sentences that are started but notfinished and the student is to finish each one.

• Point to the first unfinished sentence and readit with the student: Look at the purple _____.

Ask:How would you finish this sentence?

Let thestudent use his/her own words to orally finishthe sentence. Repeat with the remainingunfinished sentence.

Step 4 Read Words and Sentences• Have the student look at the section of the Phonics

Practice Sheet titled Words. Randomly point tothe words in each list, and ask the student to readeach one. To correct a misread word in the firstcolumn, tell the student to run his/her finger underthe letters in the word and blend the word aloud.To correct a misread of a high-frequency word in

the second column, read the word and have thestudent read it after you.

• Ask the student to read the story at the bottomof the page. Give help as needed, using the samestrategies you used as the student read the wordsabove.





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Lesson 35


5PARTPART

Materials: Letter Cards: a, b, e (2), g (2), i (2), l,n (2), o, p, r, s, t; Word Cards: down, eight, every,know, now, purple, upon, very; Blank WordCards; Letter-sized envelope; Notebook paper

Step 1 Mixed Review• Place Letter Cards g (2), i (2), n (2), and s face up

on the table. Have the student make the word sing and say the word aloud. Then ask the studenthow to change sing to singing. Give the studentLetter Cards i, n, g, and ask the student to add

the letters to sing to make singing. Tell him/herto blend the sounds and say singing.

• Remind the student that adding the letters -ing to an action word means the action is happeningright now.

• Ask the student to make and read the followingwords, adding -ing and reading both words:bring, go, eat, sleep.

• Write each word the student makes on BlankWord Cards and ask the student to read each one.

5

Step 2 Build Sentences

• Lay out the following Word Cards on the table:down, eight, every, know, now, purple, upon,very. Review these words with the student.

• Then lay out the words the student wrote inStep 1. Have the student choose some wordsfrom the cards on the table and make a sentence.

• Write the sentence on a piece of paper for thestudent. The student should write the wordshe/she wrote on the Blank Word Cards. If thestudent’s sentence includes words that are noton the Word Cards, write them for the student.As you write, ask the student to help you withany sounds he/she may know. When the sentenceis complete, have the student read it to you.

• Cut apart the sentence and mix up the words.Have the student put the sentence back togetherin the correct order.

Home-Connec tion

Gi ve the s tuden t an en velo

pe so

he /she can take all the Le t

ter and

Word Cards home and use

them to

prac tice making words an

d sen tences

wi th famil y members.


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Multi-Session Phonics · Lesson 35 Multi-Session Phonics · Lesson 35

Multi-Session Phonics · Lesson 35Multi-Session Phonics · Lesson 35



down

every

know

play

eight

jumped

now

played


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playing

purple

very

plays

upon

yell


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Blank Word CardsBlank Word Cards


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Multi-Session Phonics Phonics Practice

Lesson 35


Words

singing purple

going upon

jumped down

played very

yells know

kicking

Goal!

I am playing with a very goodteam.

Do you know what we are

called?My team is called the Crows.

I kicked eight goals for the Crows.

Finish It!

Look at thepurple _____.

My class is

going tothe _____.

rt ms phonics lesson 35

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