"ed/id" Sound Clip
Before you begin Level 4 you will need to assess the student in all the Red Words from Levels 1-3.
Sound Cards – pull out beginning consonant cards, a, i, o, u, e, th, sh, ch, wh, ang, ing, ong, ung, ank, ink, onk, unk, y, qu, ck, tch, ai, ay, ee, ea, ar, or, ind, ild, old, ost, oa, er, ur, ir, oe, ow
“When I hold up a letter, say the letter’s name and give its sound.”
“Good job! We are going to learn something new today.”
Student Workbook page 3 – ed /id/ – planted
“Today you are going to learn about suffixes! A suffix is added to the end of a word to change the meaning of the word. The suffix ed is added to an action word or verb to show that the action has already happened. The action is over, it is in the past.”
“This is the suffix ed – it makes three different sounds, but today we are only going to learn one of the sounds /id/ like in the word planted. What is the name of this sound? The picture card for /id/ is planted. Say planted. Good. When I point to the picture word, say the letter’s name, give its sound and say the picture word. Watch me as I demonstrate.”
Say ed, /id/, planted then have student repeat 3 times.
On the whiteboard write the following words: melt, test, last, lift, end, hand, blind, rest
Point to the word melt. “What is this word? With your marker, write the letters ed at the end of the word. Make a box around the ed. Now, what is this word? Good. The suffix ed shows that the action has already happened, it is in the past.”
Repeat with test, last, lift, end, hand, blind, rest
“Close your eyes. I will say a word. You will repeat the word and listen for the suffix /id/ at the end of the word. If you hear the suffix /id/ at the end of the word, raise your hand. Let’s practice. Say melted. Do you hear the suffix /id/ in the word melted? Yes, you hear the suffix /id/ in melted so you raise your hand. Good. Let’s practice some more words.”
Repeat this activity with:
trusted, handed, kitten, banded, branded, busted, perfect, blinded, ended, acted
Use the back cover of the Student Workbook and Sound Markers for this activity.
Say “How many sounds do you hear in the word rested? Repeat the word and bring down a sound marker for each sound you hear. Remember to use white sound markers for consonant sounds and green sound markers for the vowel sound. Touch each marker and say its sound. Then glide your finger under the markers and say the whole word fast.”
Repeat this activity with:
handed, lifted, nested, tested, rested, lasted, printed, sprinted, blinded, drifted
Review and Drill
Student Workbook page 4 – Word List: ed (id)
“Put your finger under the first word. Put a box around the suffix. What does the suffix say? Now read the word.”
Repeat with the remaining words, reading left to right.
Student Workbook page 7 – Sounds
“Say /id/. What letters make the /id/ sound? With your finger, write the letter that says /id/ on your palm. Now write the letters ed on your paper. Now, look at the letters you just wrote. What are the names of these letters? What sound do they make?”
Repeat with the following sounds:
/ind/, /ā/, /er/, or/, /ild/, /ar/, /ō/, /ē/, /id/
Student Workbook page 7 – Words
“Say banded. Spell the word banded by writing the letters on your palm. Now, pick up your pen and write the word banded on your paper.”
Repeat with the following words:
landed, ended, melted, lifted, drifted, tested, rested blinded, printed
Student Workbook page 7 – Sentences
“Listen carefully as I say a sentence, and watch as I make a dash on the board for each word in the sentence.”
The child printed his name on the line.
“Now, you say the sentence as you point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”
Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:
The tires rusted on the truck.
The camp kids chanted the songs.
Student Workbook page 134 – Fluency Practice 1
Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows.