ing/ed endings
ing/ed endings shopping/ed running getting ringing chatting/ed winning fitting/fitted banging/ed tipping/ed tripping/ed dropping/ed dripping/ed swimming grabbing |
Odd word for spelling:
None this week Dictation (Revise ‘ng’ family):
Frank gets a long bit of string and fixes it to the hook at the back of the truck. This will do the trick, he thinks. He tugs but it is not strong and it snaps. Jack thinks it fun to see Frank with the string. Frank flings the string into the bin. “That is no good!” said Frank. |
Teaching Tips:
· Teach: When we add 'ing' to a verb, the 'i' can act like powerful 'e' and change the vowel to say its name rather than its sound, unless its power is blocked. This means we must be careful how we spell verbs when we need to add 'ing'.
In the same way, the 'e' of past tense verbs when we add 'ed' acts like powerful 'e' unless its power is blocked.
This lesson teaches the rule for when we want to keep the vowel short, i.e. saying its sound rather than its name.
Rule: We need to use two, non-vowel letters to block the power of Powerful ‘i’ when we add /ing/, if we want to keep the first vowel saying its sound.
For more teaching about verbs, please see our free Level 2 workbooks.
· Remind your pupil briefly that verbs are 'doing' words: they tell of what we are doing. Every sentence must have a verb to be a sentence. Find the verbs in the list above. They are all verbs!
· Help the pupil to write fixes before the dictation. Remind of plurals learnt in Level 1: Usually we only need to add ‘s’ to mean more than one, but when the singular of a word ends in a s, sh, or x, we add /es/. Give examples and write them on the board. Let the pupil try some for him/herself: bus - buses/mix - mixes/dish - dishes/fox -foxes/box - boxes/ash - ashes. Support as necessary until correct.
· Talk about the use of exclamation marks. Say “That is no good.” without one, and then with one. Let your pupil do the same. Listen to the difference. Exclamation marks emphasise something.
· Teach: When we add 'ing' to a verb, the 'i' can act like powerful 'e' and change the vowel to say its name rather than its sound, unless its power is blocked. This means we must be careful how we spell verbs when we need to add 'ing'.
In the same way, the 'e' of past tense verbs when we add 'ed' acts like powerful 'e' unless its power is blocked.
This lesson teaches the rule for when we want to keep the vowel short, i.e. saying its sound rather than its name.
Rule: We need to use two, non-vowel letters to block the power of Powerful ‘i’ when we add /ing/, if we want to keep the first vowel saying its sound.
For more teaching about verbs, please see our free Level 2 workbooks.
· Remind your pupil briefly that verbs are 'doing' words: they tell of what we are doing. Every sentence must have a verb to be a sentence. Find the verbs in the list above. They are all verbs!
· Help the pupil to write fixes before the dictation. Remind of plurals learnt in Level 1: Usually we only need to add ‘s’ to mean more than one, but when the singular of a word ends in a s, sh, or x, we add /es/. Give examples and write them on the board. Let the pupil try some for him/herself: bus - buses/mix - mixes/dish - dishes/fox -foxes/box - boxes/ash - ashes. Support as necessary until correct.
· Talk about the use of exclamation marks. Say “That is no good.” without one, and then with one. Let your pupil do the same. Listen to the difference. Exclamation marks emphasise something.
For reading and spelling practice:
Are you getting chicken and chips for lunch?
The frog is swimming in the cool pool.
Frank is running along the track to the woods.
That tap is dripping. We must get it mended.
Jim tripped up as he ran along the track.
For reading and spelling practice:
Are you getting chicken and chips for lunch?
The frog is swimming in the cool pool.
Frank is running along the track to the woods.
That tap is dripping. We must get it mended.
Jim tripped up as he ran along the track.