Unit I Inflected Endings (-Ing,-Ed,-S,-Es) : Notes For The Teacher

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Unit I Inflected Endings

(-ing,-ed,-s,-es)
NOTES FOR THE TEACHER

Background and Objectives
Inflected endings are a subcategory of suffixes that indicate tense (walked, walking, walks)
and number (cats, foxes). Because the generalizations that govern the addition of
inflected endings to single-syllable words are reliable and straightforward, we refer to
them as “rules.” To apply the rules across a variety of words, students will need an
understanding of consonant and vowel patterns in the base word. (See Chapter 7 in
WTW for a complete listing of rules.) For this reason the first sort in this unit is a review
of vowel patterns that will later determine whether one must drop the final e (VCe as in
hope), double the final consonant (VC as in hop), or do nothing except add the ending
(VVC as in rain or VCC as in jump). Sorts 2, 3, 4, and 5 are designed to help students learn
to identify base words and to see how the pattern in the base word must be considered
before adding -ing and -ed. The words in Sort 5 should also be sorted by the sound of -ed
(/d/, /t/, /ed/) to help students see that this morphemic unit, which indicates past
tense, is spelled the same despite changes in pronunciation. Sort 5 will help those stu-
dents who might be spelling walked as WALKT as well as students who read stopped as
stop-ped. Sort 6 takes a look at irregular verbs (sleep, slept; keep, kept). There are many more
of these words and students can be challenged to brainstorm others, find them in word
hunts, and create a class list that can be added to over time.
Plurals are introduced in the within word pattern stage but are revisited here in dif-
ferent words. Sort 7 reviews the use of -es after certain consonants (ch, sh, x, and s) and
also looks at how es adds another syllable to a word (box-es, fenc-es). Sort 8 examines
words that form the plural in unusual ways such as foot and feet as well as words that
end in f and change to v before adding es (wife to wives). Sort 9 explores words ending in
y where sometimes y must be changed to i before -s and -ed. Students will:
• Identify base words and the pattern of vowels and consonants in the base word
• Know when to double the final consonant or drop the final e before adding -ed and
-ing in both studied words and transfer words
• Know when to add -s or -es to a base word
• Know how to spell irregular verbs and unusual plurals studied in these sorts
• Know when to change a final y to i before adding -ed and -es
Targeted Learners
These sorts are intended for students in the early syllables and affixes stage who can
already spell the vowel patterns in the single-syllable base words to which inflected
endings are added. If you feel that your students only need a review you can skip the
introductory sorts (1 to 3). You might use Spell Check 1 as a pretest to see which of your
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6 UNIT I INFLECTED ENDINGS (-ING,-ED,-S,-ES)
students are in need of these particular sorts and which features need to be covered.
Students who spell most of the words (90%) on the spell check correctly can move on to
other features. Students who miss only a few words will get a review of “double, drop,
or nothing” when they do Sort 16.
Teaching Tips
There are a number of ways that students can be introduced to inflected endings and
some other sorts are suggested in WTW and on the CD-ROM. Additional word lists in
WTW can help you create more sorts if you think your students need extra practice.
Because the inflected ending sorts are designed primarily to teach rules rather than par-
ticular words, it is important to challenge students to apply the rules to words that are
not in the sorts. For this reason transfer words are suggested for some of the sorts. Word
hunts will be especially fruitful when students go looking for words that end in -ing
and -ed in their reading materials. Words like king and sing might turn up in a word hunt
and will give you the chance to reinforce the idea of base words.
Racetrack and the Classic Card Game in Chapter 6 of WTW are good for a review of
vowel patterns. Double Scoop and Freddy the Hopping, Diving, Jumping Frog in
Chapter 7 are designed to reinforce inflected endings. Double Scoop can be downloaded
from the CD-ROM. Memory or Concentration would work especially well for the
unusual plurals and verb forms that involve one-to-one matching.
The Spell Check for this unit can be found on page 15. The spell check assesses stu-
dents’ retention of the particular words they have studied in this unit; and there is an ad-
ditional spell check for transfer words.
Because verb forms and plurals may be constructed differently in the home lan-
guage of English Language Learners, these students may have difficulty perceiving the
pronunciation of -ing, -ed, and -s. The fact that -ed can be pronounced three different
ways adds to this problem. It is important that students hear and then practice saying
inflected words in meaningful contexts such as contrastive sentences that contain both
the base word and inflected forms: “I like to read. I have been reading the Harry Potter
books.” Help students identify the helping verbs that often accompany the -ing verbs.
English has many irregular verbs and it will be advantageous for ELLs to study these
directly. All students might set aside a part of their word study notebook to create an
ongoing list of such words.
Standard Weekly Routines

1. Repeated Work with the Words. Each student should get a copy of words to cut
apart for sorting. We suggest that you enlarge the black line masters so that no bor-
der is left around the words on the sheets the students receive. This will reduce waste
paper and cutting time. After you model and discuss the sort, have students repeat
the sort several times independently. The word cards can be stored in an envelope or
plastic bag to be sorted again on other days and to take home to sort for homework.
Chapter 3 in WTW contains tips for managing sorting and homework routines.
2. Writing Sorts and Word Study Notebooks. Students should record their word
sorts by writing them into columns in their notebooks under the same key words
that headed the columns of their word sort. An alternative is to use the independent
word study form in the Appendix. At the bottom of the writing sort, have your stu-
dents reflect on and declare what they learned in that particular sort.
3. More Word Study Notebook Assignments. Students may be assigned various ac-
tivities for the word study notebook as suggested in different lessons. Sometimes it
is helpful to illustrate the meaning of words or to write sentences using the words.
Chapter 3 in WTW has detailed descriptions of word study notebooks.
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UNIT I INFLECTED ENDINGS (-ING,-ED,-S,-ES) 7
4. Word Hunts. Students should look for words in their daily reading (in materials
that they have already read) that mirror the features studied in the weekly word
sorts. After they find examples they can add the words to the bottom of the proper
columns in their word study notebook. You may want to create posters or displays
of all the words students can discover for some categories. Sometimes generaliza-
tions can be made about the frequency of certain rules or features.
5. Blind Sorts and Writing Sorts. A blind sort or no-peeking sort should be done
only after students have had a chance to practice a sort several times. Headers or
key words are laid down and students work together in a buddy sort. One student
calls out a word without showing it. The other student indicates where the word
should go and the partner then shows the word card to check its spelling against
the key word. In a writing sort, the student writes the word in the proper category
using the key word as a model for spelling as the partner calls the word aloud. Af-
ter the word has been written, the partner immediately shows the word card to the
student doing the writing to check for correctness. These sorts require students to
think about words by sound and by pattern and to use the key words as models
for analogy. Buddy sorts are a great way to practice for spelling tests and can be as-
signed for homework.
6. Speed Sorts. Using a stopwatch, students time themselves as they sort their words
into categories. After obtaining a baseline speed, students repeat the sort several
times and try to beat their own time. Repeated, timed speed sorts help students in-
ternalize spelling patterns and become automatic in recognizing them.
7. Games and Other Activities. Create games and activities such as those in WTW
or download them ready-made from the CD-ROM. Some specific games for the syl-
lables and affixes stage are described in Chapter 7 and other games in Chapter 6
can be adapted.
8. Assessment. You can assess students by asking them to spell the words they have
worked with over the week. You might call out only 10 or 15 of the 24 words as a
spell check. You might also prepare a sentence that contains several words. Read the
sentence to your students and have them write it. Give them feedback about their
spelling and mechanics. Spelling tests are provided for each unit in this book and
can be used as both a pretest and a posttest.
SORT 1 REVIEW OF VOWEL PATTERNS

IN ONE-SYLLABLE WORDS
Demonstrate
(See page 17.) Prepare a set of words to use for teacher-directed modeling. Begin by going
over the entire sheet of words to read and discuss the meanings of any unfamiliar words.
You can do this by putting a transparency of the words on the overhead, by handing out
the sheet of words to the students, or by going over the words on the cards one at a time.
Because only the vowel and what follows is of interest here, the onset or first few
letters of the word (which can be one, two, or even three consonants) are not included
in the pattern designation. Explain to your students that this is a review of vowel
patterns they have studied earlier. Introduce the headers VC, VCC, VVC, and VCe
by pointing out that the V stands for vowels in the middle of a word and the C stands
for consonants at the end. Model the sorting of the four boldface key words (chief,
wrap, smell, and whine). Point out the consonant and vowel patterns in each word
and, if you wish, underline those letters in the key words. Sort several more words,
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then begin to involve your students in the sorting process by showing a word and
asking them where it should be placed. Continue with your students’ help to sort all
the words into columns under each header. The words quit and quote may cause some
confusion because the u is normally a vowel. In these words, however, it is part of the
qu blend and represents the /w/ sound. Contrast quit with bit or sit to help students
see that the vowel pattern is VC and not VVC. Your final sort will look something like
the following:
VVC VC VCC VCe
chief wrap smell whine

fruit twig sharp theme
brief when thank brave
scout plot front scale
groan clog climb phone
stain quit trust quote
Sort, Check, and Reflect

After modeling the sort have students cut apart and shuffle their cards and then sort us-
ing the same headers and key words. After the students sort, have them check their sorts
by looking for the pattern in each column. If students do not notice a mistake, guide
them to it by saying: One of these doesn’t fit. See if you can find it. Check to be sure quit and
quote end up in the correct columns. Encourage reflections by asking students how the
words in each column are alike and how they are different from the other words. Stu-
dents should note that the words under VC have short-vowel sounds and the words un-
der VCe have long-vowel sounds. This can lead to a second sort of words by vowel
sounds: short vowels, long vowels, and vowels that are neither long nor short (e.g., scout
or front).
Extend
Have students store their words and pictures in an envelope or plastic bag so that they
can reuse them throughout the week in individual and buddy sorts. Students should re-
peat the sort several times using the vowel pattern headers. See the list of standard
weekly routines for follow-up activities to the basic sorting lesson. The vowel sound sort
described above can be assigned for written work in word study notebooks. Word hunts
will turn up many more words that can be added to these categories. Racetrack and the
Classic Card Game in Chapter 6 of WTW are good for a review of vowel patterns.
SORT 2 ADDING -ING TO WORDS

WITH VC AND VCC PATTERNS
Demonstrate
(See page 18.) Students should find these words easy to read, so there is no reason to go
over them in advance. Put up the headers VC and VCC. Pull out the base words and
have the students help you sort them into two categories starting with get and ask. Ex-
plain that these are base words. Ask if they notice anything about all the base words (e.g.,
they all have one vowel that is usually short; they are all verbs). Then match the
-ing form of the word to each base word. Ask the students what happened to the base
word get before the -ing was added. They should notice that the final letter doubled.
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Repeat with several more words in the column. Introduce the term double and ask them
what is the same about the words that double (they end in one vowel and one conso-
nant). Put the header double above the word getting. Then ask what they notice about the
-ing words in the other column and ask them why this might be so. Guide them to no-
tice that the -ing was just added without any change. Add the header nothing. The final
sort will look something like the following:
VC double VCC nothing
get getting ask asking

swim swimming yell yelling
run running rest resting
sit sitting stand standing
shut shutting pass passing
jump jumping
pick picking

After modeling the sort with the group, have students repeat the sort under your super-
vision using the same headers and key words. Have them check their sort by looking for
the pattern in each column. Encourage the students to reflect by asking them how the
words in each column are alike and what they have learned about adding -ing to base
words. Have the students put the rules into their own words. You may want to write this
rule on chart paper and post it for reference. Leave space for the additional rules and re-
visions that will develop over the weeks to come.
Extend
Students should repeat this sort several times and work with the words using some of
the weekly routines listed above. Word hunts will turn up lots of words that can be
added to these categories, but students will find many words that do not fit either of
them. Tell your students to add these words to a third column (oddballs) and challenge
them to see if they can discover the rule that governs these other words in anticipation
of the sort for next week.
Students might be encouraged to write contrasting sentences for the base word and
its -ing form: I swim on a team. I have been swimming for three years. Ask students to share
sentences using the -ing form and ask them if they notice anything (using -ing as a verb
often requires helping verbs such as am, have been, was, etc.).
Give students additional words and ask them to apply the rule. Some suggested
transfer words are: drip, hunt, tug, kick, stir, mop, wink, quit, wish, sob, guess, smell, chop,
drag, and purr.
SORT 3 ADDING -ING TO WORDS WITH VCe

AND VVC PATTERNS
Demonstrate
(See page 19.) Introduce this sort in a manner similar to Sort 2. Ask the students what
happened to the base word use before the -ing was added. Look at the other words
under the VCe header to see how the e is missing in each inflected word. Introduce
the term “e-drop” and put it at the top of the column. Explain that when a base word
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ends in silent e we must drop the e before adding -ing. Guide students to notice that
the -ing was just added without any change to the VVC words. The sort will look
something like the following:
VCe e-drop VVC nothing
use using eat eating

close closing moan moaning
write writing dream dreaming
wave waving look looking
trade trading clean cleaning
skate skating mail mailing
Sort, Check, Reflect, and Extend

Students should repeat the sort using the same headers and key words. Encourage the
students to reflect by asking them how the words in each column are alike and what they
have learned about adding -ing to base words. Review what they learned in the previ-
ous sort and add to the chart. Give students additional words and ask them to apply the
rule. Some suggested transfer words are: ride, need, give, bake, peek, smile, vote, bloom,
scream, joke, and come.
SORT 4 REVIEW OF DOUBLE, E-DROP,

AND NOTHING
Demonstrate
(See page 20.) Explain to students that they will review adding -ing to base words this week.
You might let students do this sort independently. For a teacher-directed sort put up the
headers double, e-drop, and nothing. Place the key words setting, hiking, and reading under each
header. Ask the students to identify the base word in each key word and then to determine
what was done to the base word before the -ing was added. You may want to underline the
base word in each key word. Sort one more word under each key word and then sort the rest
of the words with student help. Fixing should be under the header nothing for right now.
double e-drop nothing oddball
setting hiking reading

cutting moving adding
stopping living spelling
begging coming floating
grinning having feeling
jogging taking talking
humming pushing
fixing**
working
going**
snowing**
**These will become oddballs after the second sort.
Guide the students to reflect on how the words in each column are alike. They may
notice that the base words under double have the VC pattern and those under e-drop have
the VCe pattern. However, under nothing there are a number of different patterns. These
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can be sorted out in a second sort. Headers are not provided, but you can create them if
you feel they are needed. A second sort of the nothing column will look something
like the following:
VVC VCC oddball
reading spelling snowing

floating talking going
feeling pushing fixing
adding
working
The words going, snowing, and fixing should raise questions. Although snowing
might appear to be a VC word that requires doubling, the final w does not double be-
cause it is acting as part of a vowel pattern rather than as a consonant. Fixing has the VC
pattern but does not double. This is a rare exception to the rule. Have students think of
other words that end in x such as box or mix. Show them that these words do not double
because double x is not a pattern that occurs in English (x represents the blend of two
letters: k ⫹ s). This sort will take some discussion but ultimately what we want students
to see is that in most cases the -ing is simply added to the word and it is only when a
word fits the VC or VCe pattern that a change to the base word is needed.

After modeling the sorts have students repeat the first sort using the headers double,
e-drop, or nothing. The only real oddball is fixing because it does not double as expected.
To reinforce the idea of base words you might ask students to underline them. Help the
students articulate a rule that covers all the words. This may be a revision to former
rules.
Extend
You might sort all the words from lessons 2, 3, and 4 by “double, e-drop, or nothing” as
a review. Students should look back at word hunts from the previous weeks to find odd-
ball words they can now sort into one of the three categories. (Even words such as
chewing, seeing, flying, studying, etc., which have patterns different from the ones in-
cluded in these sorts, can go under nothing.) Add to the list of rules that you have been
generating after each sort. Double Scoop and Freddy the Hopping, Diving, Jumping
Frog in Chapter 7 are designed to reinforce inflected endings. Double Scoop can be
downloaded from the CD-ROM.
Give students additional words and ask them to apply the rules. Some suggested
transfer words are: slip, row, sneeze, pout, find, mix, tap, blow, cheer, love, speed, dress, start,
box, draw, and win.
SORT 5 ADDING -ED TO WORDS

Demonstrate, Sort, Check, and Reflect
(See page 21.) You might begin this sort by asking your students to spell hopped and then
hoped. Ask them to justify why they spelled these words as they did and see if they can gen-
eralize from what they learned doing the -ing sorts. Explain that students often have trou-
ble with these words and that the sort for this week will help them learn and remember
the rules that govern the addition of -ed just as they did for -ing. Students can sort without
the headers for a student-centered sort, or you can begin a teacher-directed sort using the
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headers. Asking students to underline the base word may be helpful in determining pat-
terns, especially in words like hoped and saved. Help the students see that the rules are sim-
ilar to the rules for adding -ing and can be summed up as “double, e-drop, or nothing.”
Talk about the fact that adding -ed means that something has already happened and
that such words are said to be in the “past tense.” Model, and then have students create,
sentences that include the base word and the past tense: Don’t step in that hole. I stepped
in it yesterday and sprained my ankle.
hopped hoped joined mixed

planned saved waited chewed
grabbed closed seemed
nodded scored shouted
stepped lived passed
dropped named wanted
stirred acted
helped
started
Extend
Challenge your students to sort these words in a second sort by the sound of the -ed end-
ing as shown below. ELLs may have difficulty doing this so pair them up with native En-
glish speakers to assist in pronunciation. This sound sort will help students see that even
when a word sounds like it should be spelled with a t, as in WALKT for walked, the past
tense must be spelled with -ed. No headers are provided for this sort but are indicated
here for clarity. Ask students if they can see any letter patterns in the base words in each
column. They might notice that certain consonants precede certain sounds (p before /t/,
d and t before /ed/) and that the words in the last column have added a syllable to the
base word.
/t/ /d/ /id/

hopped mixed planned lived nodded
stepped grabbed joined waited
dropped closed seemed shouted
hoped scored stirred acted
passed named chewed wanted
helped saved started
Ask students to apply their knowledge by adding -ed to additional words: march, tame,
beg, clean, wave, boil, clip, name, mail, scoop, call, talk, climb, snap, melt, shove, show, thaw, race,
and pet. Students could also add -ing to these words. Challenge them to write sentences
that use all three tenses: Can you help me? I helped you yesterday and I will probably be
helping you tomorrow.
SORT 6 UNUSUAL PAST TENSE WORDS

(See page 22.) Most of these words are not hard to spell, but this sort will help students
see that not all verbs form the past tense by adding -ed. This may be an especially helpful
sort for students whose native language is not English. Introduce the sort by putting up
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the headers and matching the present and past tenses of each verb as shown below.
Explain that these words are called “irregular verbs.”
present past present past
sleep slept sweep swept

keep kept drive drove
slide slid bleed bled
shine shone know knew
freeze froze throw threw
draw drew say said
Extend
Challenge your students to come up with a way to sort the pairs of words into cate-
gories that reflect the kind of spelling change that was made to the word. Following is a
possible sort.
Long to short Vowel change Change to ew eep to ept
slide slid shine shone know knew sleep slept say said
bleed bled drive drove throw threw keep kept
freeze froze draw drew sweep swept
Students should describe the categories in their own way and brainstorm additional
words that could be added in each one. There are many irregular verbs, and students
might set aside a part of their word study notebook to add others over time. For a com-
plete list check the internet. One source is http://www.englishpage.com/irregularverbs/
irregularverbs.html.
Additional Words. feed/fed, meet/met, write/wrote, rise/rose, ride/rode, grow/grew, catch/caught,

seek/sought, pay/paid, lay/laid.
Note: The past tenses of lay, pay, and say are all formed the same way (laid, paid, said), so
maybe said is not so strange after all!
SORT 7 PLURAL ENDINGS: ADDING -ES

(See page 23.) Be sure the students can read the words and know the meaning of each.
Talk about how the words are alike. (They are all plurals or mean more than one.) Re-
mind students that to make a word plural either -s or -es is added. Sort the words first
by these two headers. Students will need to think about the base word in order to make
this distinction. Because all the words end in -es we recommend underlining the base
word. This will help students see that the e is not dropped before s as it is before -ed and
-ing. Read the words in columns and point out that adding -es adds another syllable. The
oddball in this sort is clothes. It is not really a plural of cloth but it is a plural, and the -es
does not add another syllable.
Push the words that simply added -s to the side and ask students what they notice
about the base words in the words that are left. Focus their attention on the last one or
two letters. Model the next step of the sort by placing benches, brushes, foxes, and guesses
into separate categories. Create headers for these if you want by underlining the ch in
benches, the sh in brushes, and so on, or by creating headers like the ones below. After
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completing the sort as shown below, ask students how the words in each column are
alike. Help students articulate a rule (add -es to words that end in ch, sh, x, and s) and
add it to the class chart. Because adding -es to make a word plural adds the syllable /ez/
to the word, students should have little difficulty spelling the plural form.
add -es add -s oddball
-ch -sh -x -s
benches brushes foxes guesses horses clothes*

speeches splashes mixes kisses voices
scratches crashes classes changes
churches ashes places
peaches leashes
sketches
ditches
branches
watches
*Among the top 300 high-frequency words
Extend
Give students transfer words to practice applying the rules: switch, house, glass, glove,
choice, witch, song, flame, pass, match, smash, box, mess, shape, lunch, sandwich, grade, wish,
eyelash, drink, and mask.
SORT 8 UNUSUAL PLURALS

(See page 24.) Explain to your students that just as with irregular verbs, some words
form plurals in unusual ways. Begin this sort by matching singular and plural forms.
Take it further by introducing the headers and sorting pairs of words into those that end
in f and form the plural by changing the f to v and adding -es and those that make a
change in the vowel. There are also words like deer and sheep that can represent either
singular or plural.
fe > ves vowel change no change
wife wives foot feet sheep

leaf leaves woman* women deer
loaf loaves mouse mice
life lives tooth teeth
wolf wolves goose geese
knife knives
*Among the top 300 high-frequency words
Extend
Students may have a hard time finding more of these unusual plurals in a word hunt,
but some others include: halves, calves, shelves, elves, ourselves, scarves, man/men, child/chil-
dren, and fish. Some of these might be assigned as transfer words. Students can be asked
to write the plural of half, calf, shelf, elf, and scarf to apply what they have learned.
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SORT 9 Y + INFLECTED ENDINGS

(See page 25.) “Change the y to i and add es” has a nice ring to it but the rule is a little
more complicated than that. The y is only changed to i when it follows a consonant ( fly
to flies) but not when it follows a vowel (boy to boys). This sort will help students discover
when to change the y to i. We go back to base words as a starting point and the first sort
should match up the base word and each of its inflected forms as shown below. Then or-
ganize the sets by the words that simply add the inflected endings (-ay and -oy) and those
that change the y to i (-y).
base ⴙs ⴙ ed ⴙ ing base ⴙ es ⴙ ed ⴙ ing
play plays played playing fry fries fried frying

stay stays stayed staying cry cries cried crying
spray sprays sprayed spraying spy spies spied spying
Pose questions that will get your students thinking about the spelling changes. Compare
play and fry. They both end in y but one ends in an -ay. What happened before the -s, -ed, and
-ing were added to each? Speculate about why the y doesn’t change to i before -ing. (Double
is are rare in English and would look odd. Skiing is an exception.) Some suggested transfer
words are: fly (but not flied-flew), dry, try, prey, slay, stray, and pray.
Extend
After many sorts that focus on base words and inflected endings, your chart of rules may
look quite complicated. Now is the time to review and simplify it. The following are
really the only rules students need to remember, for now, that cover most cases.
Double. When a word ends in one vowel and one consonant, you double the con-
sonant before adding -ed and -ing.
E-Drop. When a word ends in silent e, you drop the e before adding -ing and -ed.
Change y to i. When a word ends in a consonant and a y, you change the y to i
before adding -ed or -es.
Nothing. Otherwise, just do nothing and add the ending.
Add es. To make words plural that end in s, sh, ch, or x.
Students can review all of these rules by sorting words from previous sorts into these
categories. This is a good time to play games that will reinforce these rules such as Dou-
ble Scoop and Freddy the Hopping, Diving, Jumping Frog described in WTW. Adapt this
game to review all of the rules.
SPELL CHECK 1 ASSESSMENT FOR INFLECTED

ENDINGS
The words below have been selected from previous lessons. (You may want to use differ-
ent ones.) Call them aloud for students to spell on a sheet of notebook paper.
1. swimming 2. eating 63. fries 64. living

5. fixing 6. stayed 67. dropped 68. foxes
9. helped 10. spelling 11. leaves 12. plays
13. named 14. stirred 15. crying 16. swept
17. wolves 18. watches 19. grabbed 20. humming
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Transfer Test. Students should be expected not only to spell words from previous sorts
but also to apply their understanding of how to add inflected endings to other base
words. In this assessment students will be asked to add -s, -ed, and -ing to given base
words. Alert students to the fact that there are a couple of irregular verbs (said and flew).
A prepared assessment form can be found on page 26. The final paper should look like
the following:
Base word Add -s or -es Add -ed Add -ing
1. trip trips tripped tripping

2. chase chases chased chasing
3. need needs needed needing
4. dress dresses dressed dressing
5. dry dries dried drying
6. tax taxes taxed taxing
7. fan fans fanned fanning
8. race races raced racing
9. say says said* saying
10. fly flies flew* flying
*Irregular verb whose past tense is not formed with -ed.
DESIGN SERVICES OF
SORT 1 Review of Vowel Patterns in One-Syllable Words
groan
Copyright © 2009 Pearson Education Inc. Reproduction is permitted for classroom only.
DESIGN SERVICES OF
SORT 2 Adding -ing to Words with VC and VCC Patterns
shut
shutting
DESIGN SERVICES OF
SORT 3 Adding -ing to Words with VCe and VVC Patterns
looking
look
DESIGN SERVICES OF
SORT 4 Review of Double, e-Drop, and Nothing
oddball
going
DESIGN SERVICES OF
SORT 5 Adding -ed to Words
acted
scored
stirred
chewed
DESIGN SERVICES OF
SORT 6 Unusual Past Tense Words
keep
slide shine freeze
sweep bleed throw
know threw drew
knew bled swept
froze draw shone
slid
drove kept drive

DESIGN SERVICES OF
SORT 7 Plural Endings: Adding -es
add -es add -s oddball
horses
clothes
classes
DESIGN SERVICES OF
SORT 8 Unusual Plurals
vowel
fe > ves no change
change
DESIGN SERVICES OF
SORT 9 y + Inflected Endings
base +s + ed + ing
word
play fry stays
crying plays fried
sprays fries played
playing frying spies
staying sprayed cries
spraying cry spied
spy stay stayed
cried spray spying

DESIGN SERVICES OF
26
Name
10108
Directions: Add the ending to the base word. Don’t forget to look at the pattern and spelling of the base word to
determine what changes might be needed.
C
UNIT I
Base word Add -s or -es Add -ed Add -ing

M01_JOHN5777_02_SE_M01.QXD
1. trip
PH/OH/CHET
3/25/08
A
2. chase
J h
3. need
3:36 PM
Transfer Test for Sorts 1–9
P N
4. dress
Page 26
26
5. dry
INFLECTED ENDINGS (-ING,-ED,-S,-ES)
6. tax
7. fan
8. race
K
9. say
10. fly
DESIGN SERVICES OF

Unit I Inflected Endings (-Ing,-Ed,-S,-Es) : Notes For The Teacher

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M01_JOHN5777_02_SE_M01.

QXD 3/25/08 3:36 PM Page 5

Unit I Inflected Endings

NOTES FOR THE TEACHER

6 UNIT I INFLECTED ENDINGS (-ING,-ED,-S,-ES)

Standard Weekly Routines

UNIT I INFLECTED ENDINGS (-ING,-ED,-S,-ES) 7

SORT 1 REVIEW OF VOWEL PATTERNS

8 UNIT I INFLECTED ENDINGS (-ING,-ED,-S,-ES)

VVC VC VCC VCe

chief wrap smell whine

Sort, Check, and Reflect

SORT 2 ADDING -ING TO WORDS

UNIT I INFLECTED ENDINGS (-ING,-ED,-S,-ES) 9

VC double VCC nothing

get getting ask asking

Sort, Check, and Reflect

SORT 3 ADDING -ING TO WORDS WITH VCe

10 UNIT I INFLECTED ENDINGS (-ING,-ED,-S,-ES)

VCe e-drop VVC nothing

use using eat eating

Sort, Check, Reflect, and Extend

SORT 4 REVIEW OF DOUBLE, E-DROP,

double e-drop nothing oddball

setting hiking reading

**These will become oddballs after the second sort.

UNIT I INFLECTED ENDINGS (-ING,-ED,-S,-ES) 11

VVC VCC oddball

reading spelling snowing

Sort, Check, and Reflect

SORT 5 ADDING -ED TO WORDS

12 UNIT I INFLECTED ENDINGS (-ING,-ED,-S,-ES)

double e-drop nothing oddball

hopped hoped joined mixed

/t/ /d/ /id/

SORT 6 UNUSUAL PAST TENSE WORDS

UNIT I INFLECTED ENDINGS (-ING,-ED,-S,-ES) 13

present past present past

sleep slept sweep swept

Long to short Vowel change Change to ew eep to ept

Additional Words. feed/fed, meet/met, write/wrote, rise/rose, ride/rode, grow/grew, catch/caught,

SORT 7 PLURAL ENDINGS: ADDING -ES

14 UNIT I INFLECTED ENDINGS (-ING,-ED,-S,-ES)

add -es add -s oddball

benches brushes foxes guesses horses clothes*

*Among the top 300 high-frequency words

SORT 8 UNUSUAL PLURALS

fe > ves vowel change no change

wife wives foot feet sheep

*Among the top 300 high-frequency words

UNIT I INFLECTED ENDINGS (-ING,-ED,-S,-ES) 15

SORT 9 Y + INFLECTED ENDINGS

base ⴙs ⴙ ed ⴙ ing base ⴙ es ⴙ ed ⴙ ing

play plays played playing fry fries fried frying

SPELL CHECK 1 ASSESSMENT FOR INFLECTED

1. swimming 2. eating 63. fries 64. living

16 UNIT I INFLECTED ENDINGS (-ING,-ED,-S,-ES)

Base word Add -s or -es Add -ed Add -ing

1. trip trips tripped tripping