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AFTER READING
OBJECTIVES
  • Use word parts to decode words with endings -ed, -ing, -er, and -est.
  • Review plurals.
  • Blend and read words with endings -ed, -ing, -er, and -est and plural words.
  • Apply decoding strategies: blend longer words.
ELL
Support Phonics In Spanish, er is pronounced like air in English. Spanish speakers may pronounce words like happier and luckier as happi-air and lucki-air. Because Spanish words do not end with -st, Spanish speakers may also drop the t from words ending in -est: cutes instead of cutest. Give students extra practice saying and writing words ending in -er and -est.
See the Phonics Transition Lessons in the ELL and Transition Handbook.
Practice Book
Practice Book 3.1 p. 29
with | without Answers
Vocabulary Tip
You may wish to explain the meanings of these words.
batches parts of a larger group
goldfinches tiny yellow and black
birds
pickaxes long-handled tools with
one pointed end and
one flat end
Phonics
Phonics
Base Words and Endings
TEACH
Remind students that endings can be added to base words. Write the words swim/
swimming, save/saved, and happy/happier/happiest.
  • Some base words change when the endings -ed, -ing, -er, and -est are added. How
    did swim change when -ing was added?     (The final consonant was doubled.)
  • How did save change when -ed was added? (The final e was dropped.)
  • How did happy change when -er and -est were added? (The y was changed to i.)
Think AloudMODEL Some words with endings are easier to read when I figure out what the
base word is. Sometimes I can just cover the ending to find the base word, but
sometimes the base word was changed to add the ending. That's when
I remember the rules for adding endings. If a word ends with one consonant
and one vowel, double the final consonant. If a word ends with silent e, drop the e.
If a word ends with y, change y to i before adding -ed, -er, or -est.
Model blending swimming, saved, happier, and happiest. Then have students blend the
words with you.
SAVED
HAPPIEST
HAPPIER
SWIMMING
PRACTICE AND ASSESS
DECODE LONGER WORDS Write these words. Have students read them and
tell what change, if any, was made when the ending was added.
hottest luckier believing forgetting
worried beginning decided drier
READ WORDS IN CONTEXT Write these sentences. Have individuals read
them, point out the words with endings, and name and spell the base words.
We are planning on taking the sailboat out as soon as it gets windier.
The cutest kitten is the one with the fuzziest fur.
Jon and Jill raced to the fence and then hopped back on one foot.
To assess, observe whether students connect the words with endings with the
base words.
Review Word Parts
REVIEW PLURALS
CONNECT Write this sentence: Dragonflies have large wings.
  • We studied plural words formed by adding -s or -es or by changing y to i and
    adding -es.
  • Read the sentence to yourself. Raise your hand when you know which words are plural. (Dragonflies, wings)
  • How do you form the plural of wing? (Add -s.)
  • How do you form the plural of dragonfly? (Change the y to i and add -es.)
Continue in the same way with the sentence I love sandy beaches and blue skies.
PRACTICE AND ASSESS
DECODE LONGER WORDS Have individuals read the following words. Provide
help blending the words as needed.
parties pickaxes balloons batches
quizzes baseballs fusses paintbrushes
foxes goldfinches stories details
READ WORDS IN CONTEXT Have students read these sentences. Then, to
check meaning, have them name the singular form of each underlined
word and use the singular and plural words in sentences.
Some animal babies ride in pouches.
The twins got new dresses and new watches for their birthday.
The big boxes were filled with surprises.
Flashes of lightning lit up the clouds.
To assess, note how well students read the plural words.