Learning suffixes can be tricky and reading words with -ed endings is the trickiest of all.
I decided to immerse my class in these activities after I realized that even my top readers had a hard time reading words with –ed endings. I wanted to help them get over this hurdle. I’m happy to say, it worked! I wrapped up the learning by playing the I Have, Who Has? and it was proof positive the kid conquered applying the sounds. While I introduced whole class, I did reinforce in each reading group. They completed the other activities after they met with me for Guided Reading.
I use the following words/pictures to help kids remember the 3 sounds -ed makes and encourage them to refer to them throughout the activities: WALKED, ADDED, PEDALED.
There are 3 opportunities to use the sorting mat as I’ve included three sheets of words to be sorted. For ease of printing, I have TWO copies of each sheet on one paper. Saves paper! Simply have kids cut words out, sort, and glue in correct spot. I do one page at a time. So in the end, each child will have had THREE sorting mats that I send home when finished. (I have also used for HW.)
*Read The Room (12 words) and Recording Sheet
I print out, laminate, and hang the cards around the room. I have small groups grab a clipboard and recording sheet and search for/sort, and write the words down. When they finish, I have them read the words to a friend. All words use lowercase letters
*I Have, Who Has
BIG tip from my Blog post on First Grade Bloomabilities that has made the game 100% successful 100% of the time: Have kids SAY word, SPELL word, and then SAY it again. This eliminates all the mumbling of THE WORDS due to lack of enunciation! Since kids this age often leave off the endings of words when they speak, spelling the words has been the key to the success of the game in my room.
Print and laminate cards. Have kids stand in a circle and give each child a card. There are 24 so if extras, double up on a few. The student with the card that says, “I am first. I have wanted. Who has jumped? J-U-M-P-E-D. JUMPED goes first. The game continues until all cards have been read and the last person says, “Who HAD wanted?”
Again, three opportunities to practice! Read each sentence, highlight the –ed word and write it in the correct box. Each box will have two words inside it when finished. Can be used as independent work, partner activity, homework, or whole class!
*Chit Chat (Think/Pair/Share) Activity
This is designed as a verbal partner review. I often incorporate a Chit Chat on the last day of study and listen in on the children. You can have them write the answer down if you’d like but the kids do enjoy just having the opportunity to chat without recording.
Looking for other I Have, Who Has Activities? I have individual long and short packets and bundled versions, too!
Bundled Short Vowels Read the Room and I Have, Who Has Activities
Bundled Long Vowels Read the Room and I Have, Who Has Activities
Long and Short Vowels Bundled Read the Room and I Have, Who Has Activities