Spelling Patterns Focus

Grade 1 – British Columbia Curriculum (English Language Arts)

Duration: 60 minutes
Class size: 25 students
Topic: Understanding and using ‘-ed’ and ‘-ing’ spelling patterns
Words: played, jumped, started, running, jumping, playing, reading, watched, smiled, helping
Country: Canada (Canadian English spelling conventions)

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Curriculum Connections

BC English Language Arts Curriculum (Kindergarten to Grade 3)

• Big Idea:
  Language structures and features enable us to communicate and comprehend meaning.
• Curricular Competencies:
  • Use phonetic knowledge and word recognition strategies to decode and spell words
  • Identify patterns and rules in words to support reading and writing
  • Express through speaking, writing, and representing
• Content:
  • Consonants and vowels, simple syllable patterns
  • Common spelling patterns (-ed, -ing appendages to verbs)
  • Reading and spelling regular past and present progressive verb forms
• Core Competencies:
  • Communication (listening, speaking, reading, writing)
  • Thinking (creative thinking and reasoning)
  • Personal and Social (self-awareness in learning)

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Learning Objectives ("I Can" Statements)

• I can recognize and read words with the -ed and -ing endings.
• I can spell simple past tense (-ed) and present progressive (-ing) verbs.
• I can use these words to write simple sentences.
• I can listen carefully and follow instructions during spelling activities.
• I can notice patterns in new words like “watched,” “smiled,” and “helping.”

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Success Criteria

• I can correctly identify the ‘-ed’ and ‘-ing’ endings in words.
• I am able to spell all 10 target words with correct endings without errors.
• I can use the words in sentences that describe actions in the past or happening now.
• I actively participate and share my writing with the class or a partner.
• I can explain how new words follow the same spelling rules as the original words.

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Materials

• Flashcards with target words (large font, dyslexia-friendly colours and fonts, e.g., OpenDyslexic font)
• Whiteboard and markers
• Word sorting mats (with “-ed” and “-ing” columns)
• Individual mini whiteboards & dry-erase markers for each student
• Storybook excerpt or simple text with sample sentences using the target words (highlighted suffixes)
• Recording device or app (optional, for oral practice and assessment)

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Lesson Outline

1. Warm-Up (10 minutes)

Activity: Action Word Charades

• Teacher acts out a verb (e.g., jump, play, run).
• Students say a word describing the action in past or present progressive form (jumped, jumping).
• Use a visual anchor chart showing the base verb + “-ed” and “-ing” endings.
• Discuss briefly how the endings change the meaning (past action vs. ongoing action).

Engagement: Whole class movement and speaking, activating prior knowledge of verbs and endings.

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2. Introduction to Spelling Patterns (15 minutes)

Activity: Word Sorting with Flashcards

• Teacher displays each word (played, jumped, started, running, jumping, playing, reading, watched, smiled, helping) on dyslexia-friendly cards.
• Students read each word aloud chorally and individually.
• Class sorts the words into two groups on mats: words ending with “-ed” and words ending with “-ing.”
• Discussion: Notice that “-ed” words tell about finished actions, “-ing” words tell about actions happening now.

Differentiation:

• Visual learners: use colour-coded suffixes (green for “-ed,” blue for “-ing”).
• Auditory learners: repeat after teacher and peer-assisted reading.
• Support for ELL and students with dyslexia: multi-sensory engagement—say, trace letters, listen to word parts.

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3. Guided Spelling Practice (15 minutes)

Activity: Mini Whiteboard Writing

• Teacher calls out each word; students write it on mini whiteboards.
• Focus on forming the suffixes -ed and -ing correctly, emphasising the silent ‘e’ dropping in “started,” “smiled,” and “watched,” and the doubling of consonants in “running” and “jumping.”
• Peer check in pairs to promote collaboration and immediate feedback.

Dyslexia-Friendly Strategies:

• Use lined boards with extra spacing.
• Colour highlight suffixes to visually separate base words from endings.
• Encourage tapping out syllables or clapping to support phonological awareness.

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4. Creative Extension Activity (10 minutes)

Activity: Sentence Creation and Illustration

• Students write two simple sentences using their favourite two spelling words.
• Example: “I was playing in the park.” / “She jumped high.”
• Optional: Draw a picture to accompany sentences, reinforcing comprehension and enjoyment.

Extension for advanced learners:

• Challenge to write 3 or more sentences or a very short story using 4 or more target words, including the new words “watched,” “smiled,” and “helping.”
• Share stories orally with the class or in small groups.

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5. Wrap-Up & Assessment (10 minutes)

Activity: Interactive Reading and Reflection

• Read a short passage aloud containing the spelling words (highlight -ed and -ing endings).
• Students listen and raise their hand when they hear one of the target words.
• Quick exit slip: On a sticky note, students write one word and use it in a phrase or sentence.

Teacher Assessment:

• Observe students' spelling accuracy on whiteboards.
• Monitor participation in discussions and reading activity.
• Collect exit slips for written spelling and sentence-level understanding.

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Differentiation Summary

Learner Need	Strategy	Activity Adaptation
Visual learners	Colour-coded suffixes, flashcards	Word sorting, highlighted suffixes
Auditory learners	Repeat after teacher, peer reading	Action charades, read-alouds
ELL & Students with dyslexia	Multi-sensory: tracing, tapping, chunking	Mini whiteboard practice, enlarged texts
Advanced learners	Extended writing tasks, oral storytelling	Sentence/short story writing with new words
Students with fine motor challenges	Provide support tools (grip aids, larger markers)	Use mini whiteboards or typing options

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Additional Dyslexia-Friendly Reading Supports

• Present words in OpenDyslexic or other dyslexia-friendly fonts.
• Use sans-serif fonts like Arial in large size and spacing between letters.
• Colour background of word cards in soft pastel shades to reduce visual stress.
• Allow oral responses or drawing instead of writing for students who struggle with spelling.
• Reinforce multi-sensory integration: using touch, movement, sound, and sight.

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Notes for Teachers

• Encourage a positive, low-pressure environment—celebrate all attempts and progress.
• Use constant encouragement and modelling for pronunciation and spelling rules.
• Link activities to real-world actions students know to boost engagement (play, jump, run, watch, smile, help).
• Monitor pacing and be flexible, allowing extra time for students who need it.
• Use positive reinforcement when children share their sentences or stories.

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This lesson plan supports foundational spelling skills aligned with the British Columbia Curriculum while fostering creativity, inclusiveness, and accessibility for all learners.