Readers who learn to instantly recognize word parts that commonly occur at the end of words are able to decode longer and more complex words. Word parts such as “ed” and “er” are so common that memorizing them and looking for them can significantly increase student success at reading longer words. Students who are not routinely noticing common endings can benefit from opportunities to look for and NOTICE these endings.
Sometimes students will spell what they hear, consistently leaving out the “e” in word parts like “ed” and “er.” This activity helps students learn to include the “e” when spelling these word endings.
Ideas for How to Use
Teach readers to notice “ed” and “er” at ends of words.
Teach spellers to be sure to include the “e” when spelling these word parts.
Use this page as a scavenger hunt to encourage readers and spellers to notice “ed” and “er”.
Have students look for and find words in their reading, around the room, etc. that contain “ed” and “er” word parts. This activity provides practice to make noticing word endings automatic.
Reward each ten words found and correctly spelled with incentive of your choice: sticker, stamp, small toy, class money, raffle ticket, candy, etc.
Use the first page (spaces for 1 set of 10 “ed” words and 1 set of 10 “er” words) to begin.
Use the second page (spaces for 60 “ed”/ “er” words in groups of 10) for optional additional words.
• Teacher Information Page
• Student worksheet (one page - front & back - with an optional additional page).
• The front is an informational page; the back is a worksheet to record words found.
• Optional page to record additional words found.
Eyes in the Back of Our Hearts - Supporting Struggling Readers
Laura Hurley c 2013