Word Endings Game

Overview

This 30-minute lesson focuses on helping 1st grade students in a behavior K-2 classroom understand and apply inflectional endings to root words. The lesson aligns with Common Core Standard 1.R.RF.03e and uses hands-on, scaffolded centers to engage and support learners with diverse needs.

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Standards

• CCSS.ELA-LITERACY.RF.1.3.E: Use common inflectional endings (e.g., -s, -ed, -ing) to produce new words from root words consistently.
• Supports foundational phonics and word analysis skills in early readers.

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Learning Objectives (I Can Statements)

• I can choose a root word and add an inflectional ending (-s, -ed, -ing) to make a new word.
• I can say the new word out loud and explain what it means.

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Success Criteria

• I add an ending to a root word correctly at least 3 times.
• I explain the difference between the root word and the new word.
• I use the new word correctly in a simple sentence.

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Materials

• Word cards with root words (e.g., jump, play, look)
• Inflectional ending cards (-s, -ed, -ing)
• Visual anchor chart showing examples of word changes
• Small whiteboards and markers
• Dyslexia-friendly font word sheets (e.g., OpenDyslexic font or large print with spacing)
• Picture cards depicting actions and results
• "Word endings" sorting mats with three sections: -s, -ed, -ing

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Lesson Procedure

1. Warm-Up (5 minutes)

Activity:

• Teacher reads aloud 3 simple root words (e.g., jump, play, look) and then says each word with an ending (-s, -ed, -ing).
• Students repeat the words chorally, focusing on accurate pronunciation.
• Use visual cards and pictures to make meaning clear (e.g., a picture of a child jumping).

Teaching Tip: Use expressive gestures and tone to reinforce meaning.

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2. Mini-Teaching (10 minutes)

Teacher-led example:

• Display the root word jump on the board. Ask, “What happens if I add -ing?” (jumping)
• Explain: “Adding -ing means we’re talking about doing the action right now.”
• Show the word jump, then jumping, and say a sentence aloud: “I am jumping.”
• Repeat with play → played to show past tense.

Scaffolded Support:

• Use an anchor chart with color-coded endings and sample words.
• Give students dyslexia-friendly word cards to touch and manipulate while saying the words.

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3. Hands-On Centers (12 minutes)

Divide students into two small groups for scaffolded centers. Rotate after 6 minutes.

Center 1: Word Building with Magnetic Letters

• Students select a root word card and an ending card.
• Using magnetic letters, they build the new word on a small board.
• Teacher prompts students to say the new word and make a sentence.

Center 2: Sorting and Writing

• Students sort word cards into piles based on their inflectional endings (-s, -ed, -ing).
• Using a dyslexia-friendly worksheet, students write each new word.
• For added support, provide sentence starters: “I ________ yesterday.” or “She is _______ now.”

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4. Group Reflection and Assessment (3 minutes)

• Gather students and ask volunteers to share one new word they made and say a sentence with it.
• Use a thumbs-up/thumbs-down to self-assess if they feel they did well.
• Teacher uses notes to assess each student's ability to add endings correctly and explain meaning.

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Differentiation Strategies

• For diverse learners: Use multisensory approaches with visuals, gestures, and tactile materials. Offer one-on-one or small-group scaffolding as needed.
• For students with dyslexia: Provide dyslexia-friendly fonts, color-coded endings, and allow verbal responses instead of written work if necessary.
• Behavior support: Provide clear, predictable steps and use positive reinforcement (e.g., stickers or praise) for on-task behavior.

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Extension Activities for Advanced Learners

• Challenge students to create sentences using two or more inflected words.
• Introduce irregular past tense words and compare them to regular forms (e.g., jump → jumped vs. run → ran).
• Encourage writing a short story incorporating 3+ inflected words.

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Teacher Reflection

• Did students demonstrate consistent use of inflectional endings?
• Were students engaged in hands-on activities?
• What scaffolding worked best for behavior management and learning?
• How can this lesson be adapted further for individual students?

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This lesson plan offers a strong foundation for early phonics skills with a multisensory approach tailored to behavioral and diverse learners in a small group environment. It integrates Common Core standards while providing flexibility and support to meet all students’ needs.