Day 1
Objective: Given
verbs ending in y, add the inflectional endings –es and –ed by changing the y
to i and adding the ending.
Review:
“When y comes
at the beginning of a word it is a consonant and makes the sound /y/ as in the
words yes, yet, yellow, yarn and yak. Y can also be a vowel when it is at
or near the end of a word. In the one syllable word cry, the y is the only
vowel, and it borrows the long ī sound. (Write cry on the board.) In the two syllable word
hurry,
the y is the vowel in the second syllable. (Write hurry.)The y borrows the short ĕ sound in hurry.”
New Skill:
“Hurry and cry both have the time meaning of now. Right now I hurry. Right now
I cry. If the action is already done in the past, what ending should be
added to these words? -ed Let’s try that. (Add -ed to the end of cry without changing the y.) This looks
really strange to me! Y is a vowel in this word and it is followed by another
vowel e. I don’t know of any vowel
team with the spelling –ye. What
sound does the y have at the end of cry?
/ī/ Let’s try something. Let’s change the y to i
before we add –ed. (Rewrite the word cried
correctly.) I think that looks better. There is an ie vowel team in our language.”(Erase
the incorrect spelling of cried.)
“Let’s try adding –ed to hurry to make it mean in the past. This
time we will change the y to i before adding the –ed. (Write hurried.) The –ie in cried
used the long ī sound. The –ie in hurried
uses the long ē sound. That looks good to me.
Our rule for adding –ed to the end of a word that ends with y is: Change the y to I and add –ed. (Use
the sign for y, a closed fist with the thumb and little finger sticking out,
and then change to the sign for i, a closed fist with just the little finger
sticking out, as you repeat the rule.) Do that sign with
me again as we say the rule together. Change the y to i and add –ed. Let’s do
it again. Change the y to i and add –ed. What changes to i? y What does y change to? i Say
the rule one more time with the hand sign. Change the y to i and add –ed.”
“How could I make the word fry mean that it was done yesterday? (Write fry.) Add –ed What do I need to do
before adding –ed to fry? Change
the y to i then add –ed. (Write the word fried below fry.) Which of the 3 sounds does –ed use in all these words we have
just worked with? /d/ That’s right. –ed uses the
voiced /d/ sound because the vowel sound at the end of the word uses the voice.
Hear it? cried, hurried, and fried all end with –ed using the /d/
sound.”
Phonemic Awareness:
I’m going to
say some words. I want you to tell me if the last sound in the word is /ī/ or /ē/.
For example, if the word is fly, you would say /ī/. If the word is study, you would say /ē. Pronounce
these words to have the students tell you what
Sound they hear at
the end of each word.
spy try copy dry marry carry
fly scurry empty worry rely deny
Decoding:
For the first word in each pair, use two
colors of markers to write the words one spelling at a time on the board. After
each spelling say, ”sound” as the class makes
the sound for that spelling. When all the spellings are on the board for that
word go back and have the class chorally sounds out the words again. Say, “blend” and as you use your finger to underline the
word, the class blends the words as a group. Do the same for the second word in
each pair except the –ed is written together before it is sounded.
try tried dry dried spy spied
carry carried study studied copy copied
reply replied fry fried empty emptied
After the words are decoded, briefly
discuss the meanings of the words that may be unfamiliar to the students. Reread
the lines of words with the class. Then give clues and have the students tell
their buddy which word is the answer. Call on one set of buddies to give and
spell the answer. Circle or check the words on the board as they are given as
answers. Clues could be:
- Last night I ______ the dishes for Mom. dried
- I will _____ for the test now. study
- Yesterday he ______ his backpack home. carried
- I need to _____ my homework assignment. copy
- Grandma _____ to the letter I wrote her last week. replied
- We all love to eat ______ chicken. fried
- My sister likes to play I _____. spy
- I _____ the dishwasher for my mom after dinner. emptied
The last word (tried) is read by all students and they each use the
word in a sentence telling their partner.
Reading Decodable Text:
Use Transparency 23 in the second
grade Harcourt materials . Read the words in the box together. Have the
students count how many words they can find in the passage that have the y
changed to i before adding -ed. Read the passage to the students, have the
class read it chorally, and then have buddy A read to buddy B. Then B will read
to A.
Day 2
Review:
“What time
frame is indicated when we add –ed to a word: future, past, or present? Past When a verb ends in the vowel y, what do we have to do
before we can add –ed? Change the y to i, then add –ed. (Be sure to use the hand sign.) In a one syllable word with y being the only vowel, what
sound does the y use? /ī/ In a two syllable word
with a y at the end, what sound does the y use? /ē/ Say our rule for adding –ed after a word ending in y again.
Change the y to I and add –ed.
Decoding:
**Due to the limited number of
suitable words to work with, regularly added –ed words will be reviewed along
with the words where y is changed to i.
Write the following words on the board
as the students sound and blend the into words ( See Day 1. Use the buddy
strategy for more student engagement.)
loaded cleaned denied applied
worked married scratched hurried
After the words have all been sounded
and blended, discuss the meanings of words that may not be familiar to the
students. Use these clues or make up your own.
- He _____ breaking the window. denied
- They were ______ over 35 years ago. married
- Jim _____ for that new job last week. applied
- The dog _____ his head with his hind foot. scratched
- Mom _____ the house all day today. cleaned
- Jake _____ from dawn to dusk on the farm. worked
- We ______ home after school. hurried
The last word (loaded) is read by all students silently. They each
use the word in a sentence telling their partner.
Reading Decodable Text:
Have the student Buddies practice
reading the phrases on Handout#2. (You will have to copy at least one sheet for
each pair of students.)
Day 3
Review:
What is the consonant sound of y? /y/
What are the 2 sounds y can have when
it is a vowel? /ī/ and /ē/
Which sound does y use at the end of a
one syllable word? /ī/
Which sound does y use at the end of a
two syllable word? /ē/
What rule do we use when we need to
add –ed to a word that ends with y?
Change the y to i and add –ed.
Word
Building:
Using a pocket chart and letter cards
or markers on the board, work through the word chains:
try marry
tried married
cried carried
cry carry
dry curry
dried hurry
fried hurried
fry scurried
spy scurry
spied
Encoding:
Use the dictation procedure.
/ī/ y /ī/
i_e /ē/ y /ē/ ea /ē/ e_e
pry pried tried
reply replied dried
magnify magnified
Henry tried to pry open the window.
Reading Decodable Text:
Have the student Buddies practice
reading the phrases on handout #2 or sentences and words on the transparency.
(You will have to copy at least one sheet for each pair of students or have the
text sheets as transparencies on the overhead.)
Day 4
Review:
What is the
consonant sound of y? /y/
What are the 2 sounds y can have when
it is a vowel? /ī/ and /ē/
Which sound does y use at the end of a
one syllable word? /ī/
Which sound does y use at the end of a
two syllable word? /ē/
What rule do we use when we need to
add –ed to a word that ends with y?
Change the y to i and add –ed.
PA: (oral) Do the Phonemic Warm Up, p. 123E in 2nd
grade manual.
“Chunking” Words:
Write these words on the board one at
a time. Circle syllables and have the students read the syllable. Once all
syllables are circled, blend the syllables into words. (Always discuss word
meanings when deemed necessary.)
identified occupied satisfied classified
beautified justified replied simplified
Reading Decodable Text:
Provide students with copies of
sentences (text sheet #3.) Have them locate and circle words with –ed added to
the root word. Then practice reading the sentences with the buddy strategy.
Day 5
Review:
Review quickly rule and hand sign that
has been studied this week. Using about four word cards with –ed words
(studied, copied, fried, replied), have Buddy A read the first word and tell a
sentence using the word to Buddy B. Call on one Buddy A to share their
sentence. Then for the next card, Buddy B reads and tells a sentence using the
word to Buddy A. Continue until the other word cards have been used.
Encoding:
Use the dictation procedure:
/t/ -ed /d/ -ed /ed/
ed /ī/ y /ē/ y
fry fried spied
empty emptied carried
notify notified
The cook emptied the plate of fried
fish.
Reading Decodable Text: Reread sentences and phrases on handouts
#1 and #2 or the transparency using the buddy strategy.
Handout #1
Fluency Phrases
1.
scurried away
2.
hurried home
3.
copied the list
4.
studied math facts
5.
tried to do it
6.
cried all night
7.
dried the dishes
8.
fried the fish
9.
married in June
10.
carried
her books
11.
replied
quickly
12.
pried
it open
13.
dried
the clothes
14.
studied
my notes
15.
worried
all day
16.
spied
on me
17.
dried
her tears
18.
empied
the washer
19.
applied
for the job
20.
emptied
the trash
Handout #2
Sentence Fluency
1.
Dad emptied the stones into the painted box.
2.
We studied for the test tried to get some
rest.
3.
The little girl cried because she was so
worried.
4.
“I hurried as fast as I could,” Danny replied.
5.
A tiny mouse scurried across the floor in a
hurry.
6.
My friend carried the basket of clothes for
me.
7.
Ashley spied just the beads she was looking
for.
8.
Mom fried bacon in the skillet for breakfast.
9.
The class tried to remember the spelling rule.
10. The fireman pried open the door to rescue the
driver of the truck.
11.
No
one tried to relpy to his greeting.
12.
My
dad married my mom fifteen years ago.
13.
We
fried the shrimp and then washed and dried the dishes.
14.
Mike
carried his books to his room and studied a long time last night.
