Mastering -ed and -ing

---

Day One: Word Fluency and Pronunciation

Objective

Students will be able to accurately read and pronounce past tense (-ed) and present participle (-ing) verbs from Unit 16.
CCSS Alignment:

• RF.4.3 - Know and apply grade-level phonics and word analysis skills in decoding words.

Materials

• Word cards with Unit 16 words
• Whiteboard and markers
• Audio recorder (optional)

I Do (5 minutes)

Teacher models reading the words clearly and slowly, emphasizing the endings -ed and -ing. Explain how these endings change pronunciation (e.g., hunting vs hunted). Demonstrate with a few words: dancing, skipped, raced.

We Do (5 minutes)

Choral reading: The class reads the teacher’s word cards together. Teacher listens and corrects pronunciation gently. Ask students to listen for differences in sounds of -ed endings (/t/, /d/, or /ɪd/).

Two Do (5 minutes)

Pair up students. Partners alternate reading aloud words from flashcards to each other, offering friendly feedback on pronunciation. Teacher circulates and provides support.

You Do (3 minutes)

Individual students read aloud 4 words from the word list to the teacher or teacher’s aide. Focus on accurate pronunciation of -ed and -ing endings.

Exit Ticket (2 minutes)

Students write a sentence aloud using one -ed word and one -ing word (teacher scribes or uses voice recorder).

---

Day Two: Spelling Sort

Objective

Students will classify Unit 16 words into spelling patterns: No Spelling Change, Final Consonant Doubled, and Final E Dropped.
CCSS Alignment:

• L.4.2a - Use spelling patterns and generalizations when writing words (e.g., doubling final consonants).

Materials

• Chart paper divided into three columns: No Change, Double Consonant, Drop Final E
• Word cards from Unit 16

I Do (5 minutes)

Explain each spelling pattern with examples. Model sorting the word skipped (double consonant), dancing (drop final e), and raced (no change).

We Do (5 minutes)

Together, sort 6 words onto the chart paper as a class. Discuss why each word fits a specific pattern.

Two Do (5 minutes)

In pairs, students sort 10 additional words onto small versions of the sorting chart. Partners discuss reasoning out loud.

You Do (3 minutes)

Individually, students pick 3 words from the list and write them under the correct pattern category on their personal mini-charts.

Exit Ticket (2 minutes)

Student reads aloud one word from each pattern and explains why it fits there.

---

Day Three: Syllable Types Exploration

Objective

Students will identify the 7 syllable types in Unit 16 words and classify words accordingly.
CCSS Alignment:

• RF.4.3a - Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately.

Materials

• Syllable type anchor charts with examples: Closed, Open, Magic e, Vowel Team, R-Controlled, Diphthong, Consonant-le
• Word list poster
• Sorting strips

I Do (5 minutes)

Introduce the 7 syllable types with a brief explanation and example. Demonstrate sorting dancing (danc-ing: Closed-Closed) and tanning (tan-ning: Closed-Closed).

We Do (5 minutes)

Class syllabicates and sorts together racing, fainted, snapping. Ask guiding questions about each syllable’s vowel sound and pattern.

Two Do (5 minutes)

In groups of 4, students syllabicate and classify 8 words on paper into syllable types. Groups compare and discuss.

You Do (3 minutes)

Students choose 2 words to break into syllables and identify syllable types independently.

Exit Ticket (2 minutes)

Quick write: Name one word, break it into syllables, and label the syllable types.

---

Day Four: Word Analysis and Vocabulary

Objective

Students will analyze words for common roots, prefixes/suffixes, use word clues to infer meaning, and proofread for spelling accuracy.
CCSS Alignment:

• L.4.4a - Use context as a clue to the meaning of a word or phrase.
• L.4.2d - Spell grade-appropriate words correctly, consulting references as needed.

Materials

• Sample sentences with Unit 16 words
• Dictionaries and word-clue graphic organizer
• Proofreading checklist

I Do (5 minutes)

Model analyzing dared by discussing root word dare + -ed suffix and how meaning changes. Show how to use surrounding sentences to confirm meaning. Demonstrate proofreading a sentence aloud.

We Do (5 minutes)

Together, read sentences containing checking and rubbing. Identify clues in the sentence to infer meaning, underline root words/suffixes, and check spelling.

Two Do (5 minutes)

Pairs analyze 5 sentences, use a graphic organizer to write root, suffix, and meaning clues; then proofread the sentence for any errors.

You Do (3 minutes)

Individually write a sentence using one -ed and one -ing word, then proofread for spelling using checklist.

Exit Ticket (2 minutes)

Students share one word with its suffix and meaning and one proofreading tip they remembered.

---

Day Five: Assessment and Application

Objective

Students will demonstrate mastery of reading, sorting, syllable types, and word analysis of Unit 16 words with -ed and -ing endings.
CCSS Alignment:

• RF.4.3
• L.4.2
• L.4.4

Materials

• Assessment worksheet with 4 sections:
  1. Read aloud 5 words accurately
  2. Sort 9 words into spelling pattern categories
  3. Identify syllable types in 3 words
  4. Use 2 words in sentences and explain meaning

I Do (3 minutes)

Provide clear directions and model one assessment item.

We Do (2 minutes)

Practice first question as a class with volunteers.

Two Do (10 minutes)

Students complete the assessment independently. Teacher and aide circulate to support quietly.

You Do (3 minutes)

Students review their answers quietly with peer or self-check rubric on syllable types or spelling patterns.

Exit Ticket (2 minutes)

“Tell me one thing you learned about -ed and -ing words this week.” (Orally or in writing)

---

Teacher Reflection: After Day Five, review exit tickets to identify students needing extra support in phonics or word analysis for targeted small-group intervention. Consider digital flashcard apps for practice at home to reinforce fluency with -ed and -ing endings.

This rigorous, multisensory approach scaffolds decoding, spelling, vocabulary, and syllable awareness firmly anchored in the Common Core standards for grade 4 ELA.