20042013 level 2-8 to 2-12 - lizzy online · level 2-10(g) base word + ending … u ing ed = ed/t/d...

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LEVEL 2-10(g)

Sound/Rule:

Base word + ending … using ed = ed/t/d

(Spelling Rule 1 extended)

Sight Word/s:

because (Review of Level 1)


Level 2-10(g) Base word + ending … using ed = ed/t/d (Spelling Rule 1 extended)

NOTES

BASE WORD + ENDING

'ed' on the end of a word can say the sounds = [ed]

= [t]

= [d]. This can be confusing, but there is a logical explanation.

a) ed = [ed] If the base word ends with t or d

ed = [ed].

e.g. lifted handed granted

b) ed = [t]

bonded

If the base word ends with a quiet sound, e.g. p, k, s, sh, f, ch ed = [t] (which is also a quiet sound).

e.g. jumped milked

c) ed = [d]

missed mashed stuffeed marched

If the base word ends with a noisy sound, e.g. b, g, m, n, z, l ed = [d] (which is also a noisy sound).

e.g. stabbed dragged hemmed pinned buzzed filled

This is a very useful trick for reading words as well as for spelling. A practice sheet has been provided for the student to decide what sound the letters'- d'

make in words so that he/she can get a thorough understanding of this concept.

Remember … the student needs to understand that the ending '-ed' is used on the end of

a doing word (or verb) to indicate that the action is not happening any

more (as practised in earlier levels)

Templates of cakes and candles, as well a cars and trailers,

have been provided for reading/spelling practice. For the older student there is a template of a rectangle, plus a line at the end, to use for this purpose.


Level 2-10(g) (continued) Base word + ending … using ed = ed/t/d (Spelling Rule 1 extended)

Remember when reading … Whenever we have two consonant letters that make the same noise sitting beside each other,

we say that s und only one time.

This applies to words with Spelling Rule 2:-

e.g. smell + ing

fluff + y

buck + le

dress + er

buzz + er

This applies to words with Spelling Rule 1 ( 2 letter rule ):-

e.g. grubb + y

clapp + ing

fitt + ed

padd + le

Remember when spelling … RULE 1 Always: 1.

2.

3.

4.

Write the base word. Check how many letters are after the vowel.

Add the same letter if necessary.

Add the ending.

If the word has a long vowel, just add the ending. eg spark + ed = sparked teem + ed = teemed groom + ed = groomed

Remember when spelling … RULE 2 Always: 1.

2.

3.

Write the base word. Use –ll, -ff, -ss, -zz, -ck on end of a base word.

Add the ending.

Rule:

The short vowels are: a e i o u

After a short vowel, we must h ve

- ll - ff (except: if)

- ss (except: us, yes, bus, this, gas, plus)

- zz (except: quiz)

- ck

on the end of a base word.

RULE: After a short vowel, you must hav 2 letters before adding the ending.


Level 2-10(g) Warm-up Base word + ending … using ed = ed/t/d (Spelling Rule 1 extended)

Buttons in Boxes (Decoding/Encoding)

Day 1 Day 2 Day 3 Day 4 Day 5

branded marched farmed snatched chanted

cashed longed sanded listed bragged

fibbed bugged misted rushed lumped

swooped landed smashed filled tested

weeded peeled billed stubbed winked

culled pricked stamped st rted drummed

clanked tinted fizzed li ped brushed

gushed honked melted plucked hugged

dusted smacked flagged winded sifted

blocked needed sloshed bashed sparked

For these words, have the student say the base word first,

then s und the base word, then add the ending.

Sounds on Cards (Sound Processing) For each of these words below, say the word, and ask the student ....

1. What sound is being made for the ending (the letters '-ed')?

2. Place a tick under each heading to indicate this sound ([ed] [t] or [d]). Use a copy of Sounds on Cards Sheet No. 1 for the headings.

3. Why is the word doing this? (Clue: Which sound is the last sound in the base word?)

Day 1 Day 2 Day 3 Day 4 Day 5

snatched

listed

rushed

filled

stubbed

started

limped

plucked

winded

bashed

chanted

bragged

lumped

tested

winked

drummed

brushed

hugged

sifted

sparked

branded

cashed

fibbed

swooped

weeded

culled

clanked

gushed

dusted

blocked

marched

longed

bugged

landed

peeled

pricked

tinted

honked

smacked

needed

farmed

sanded

misted

smashed

billed

stamped

fizzed

melte

flagged

sloshed

For the next task, ask the student to ...

Use the headings on Level 2-10(g) Sheet No.1 for Sounds on Cards. Cut up the words on Level 2-10(g) Sheet No.2 for Sounds on Cards.

Have the student read the w rd and place it under the correct heading to indicate which sound is

being made for the ending '-ed'.


Level 2-10(g) Sounds on Cards Sheet No. 1 (make one copy for eachtask) Base word + ending … using ed = ed/t/d (Spelling Rule 1 extended)

-ed = ed -ed = t -ed = d


Level 2-10(g) Sounds on Cards Sheet No. 2 Base word + ending … using ed = ed/t/d (Spelling Rule 1 extended)

Day 1 Day 2 Day Day 4 Day 5

belted sniffed clapped longed fished

thrashed stubbed weeded stocked sinned

teemed blended splashed trashed tracked

gagged snatched hugged slanted heeded

cracked bonded darned crooned flossed

jumped grilled clinked costed hunted

rested flicked drifted rocked buffed

sulked peeped tricked drifted pinned

fizzed lifted loomed carted dashed

squinted stemmed banked looped handed


v

d

d

Level 2-10(g) Base word + ending … using ed = ed/t/d (Spelling Rule 1 extende )


Level 2-10(g) Base word + ending … u ing ed = ed/t/d (Spelling Rule 1 extended)

Words and Sentences

In the lists of words provided, nonsense words have been randomly used.

This is an extremely valuable tool in helping your student to develop the necessary skills.

These words may be used for reading and/or spelling. However, a special spelling page has also been

provided (containing specific instructions).

The aim of using these words and sentences for reading is to encourage the student to use

processing skills in order to be accurate.

is sound

Encourage the student to sound out aloud straight away,

out.

ather than have a guess, and then try to sound it

If using for homework practice, ask the parent/carer to have the student read all the words and sentences

until they can do a box without mistakes……even if sounding out a y number of words.

emorizing is not the aim. Rather we want the student to experience success, using what ever method

is necessary to do so.

When the student can experience success, he/she will use that technique with growing confidence.

There is nothing worse than guessing words and always having to look for re-assurance. By sounding

out a word that one is not sure of and then getting it correct straight away (rather than after several

guesses), one's confidence will grow quickly.

Sight Word/s: because (review from Level 1)

Day 1

rusted helped sugged hinted

dragged missed flumped smacked

trimmed crossed because glin ed

1. The wilted plant was dumped in the bin.

2. He tripped on the steps and twisted his leg.

3. When you stopped at the car you missed my dad.


Day 3

scooted cracked together smuffed

jabbed shifted wegged thanked

pressed wacked parted chomped

1. My dog barked when I groomed him.

2. Are you thrilled that the plant has not drooped yet?

3. We huffed and puffed up the hill but spr nted back.

Day 2

jogged ranked frilled husted

quilted stumped fetched glinted

hummed blashed bloomed because

1. “Have you slammed the door Martin.

hut?” yelled

2. I jumped when he grabbed my leg.

3. She wished that she had darned her stockings.


Day 4

planned

starched

jeeded

printed

snooped planted begged ruzzed

bumped mended blushed peckle

1. “We have scooped up the mess!” sobbed the boy.

2. We picked up the food and grilled it.

3. The man grabbed the gun and robbed the bank.

Day 5

tished spooned squinted locked

stuffed hugged because blended

bloshed tooted clutched drummed

1. The cat darted up the tree and sniffed the branch.

2. The girl splashed her dress when she slipped in the mud.

3. The bees buzzed and nested in the garden.



Read Story

Andy had been hunting in the jungle for three weeks. He needed a rest.

So he sat on a plank in the creek and drifted to the land where he

camped under the trees.

He spotted the fish as they splashed in the water. He had not fished

for food yet. As he lifted his fishing rod, he tripped on a twisted stick

and slipped in the mud. He grabbed at the branch that was hanging next

to him and dragged himself up onto a rock. He slumped over the rock

and flopped onto it and rested.

Soon he felt stronger. He blinked in the hot sun and started to get up.

As he stepped from the rock, he grunted to himself, “This fish had

better be yummy when I catch him!”

At the end of the day, he was thrilled because he ended up with ten

fish! He grilled them for his dinner, which seemed to be the best he

had ever had!

Questions

1. Where did the hunter see the fish splashing?

2. Who been hunt ng in the jungle?

3. What did Andy do with the fish?



Spelling

Parents:

1. Say each word clearly to your child.

2. Your child is to say the word back to you.

3. As your child writes the word they must say the sound of each letter before they

write it. 4. Complete one list each day including the sentence.

List 1 List 2 List 3 List4 List 5

drummed stooped splinted trimmed blended

blonked grabbed twusted smarked grinned

scooped trooked frizzed printed menched

jumped drifted chugged grobbed quilted

crushed busted sparted blessed sprodded

sparked starped tinted swooped shredded

nested slammed flipped plugged shifted

flommed dragged wilted snodded splatted

peeked glunted tugged chucked blessed

smagged blotted procked skimmed trusted

Parents:

Sentences

1. Say the sentence twice to your child.

2. Your child then says the sentence back to you. 3. Repeat the sentence if your child can not remember it.

4. Your child must say the sound of each letter before they write

it.

5. If your child is having difficulty remembering the sentence

while writing, have them read it from the beginning and

provide assistance if necessary.

6. The correct punctuation for each sentence must be included

as the sentence is written. It may not be changed or added

after the completion of the sentence.

List 1

He twisted his

left leg.

List 2

Mum chopped

the plant.

List 3

The man

brushed the

puppy.

List 4

She crushed

and busted the

lid.

List 5

I spicked the

little blum.


Level 2-10 (g) Words for Games

Base word + ending … using ed = ed/t/d (Spelling Rule 1 extended)

trusted

trimmed

scooped

batted

started

slopped

dragged

rested

wilted

frosted

mended

milked

stabbed

stuffed

crashed

peeked

tugged

parked

blessed

drifted


Level 2-10 (g) Words for Games

Base word + ending … using ed = ed/t/d (Spelling Rule 1 extended)

prodded

dropped

frizzed

printed

blended

hissed

cracked

bucked

fluffed

flipped

gutted

tinted

stooped

parted

winded

rusted

quilted

plugged

limped

stamped


Reference Word Lists

-ed = ed -ed = ed -ed = t -ed = t -ed = d

with Rule 2

-ed = d with 2 letter rule

banded blunted backed blocked thrilled clubbed

branded busted banked chomped grilled dubbed

canted dusted bashed clomped drilled dabbed

chanted grunted camped crossed frilled fibbed

granted gusted clamped docked stuffed grabbed

handed hunted cashed flossed billed jabbed

landed rusted clacked honked filled mobbed

panted shunted clanked locked culled robbed

planted trusted clashed mocked willed sobbed

ranted brooded cracked rocked yelled stabbed

sanded scooted crashed sloshed fizzed stubbed

slanted tooted dashed stocked buzzed webbed

belted carted flashed bumped begged

blended darted lacked blushed bogged

dented parted ranked brushed bugged

melted smarted slashed buffed bragged

mended started smacked clutched dragged

nested heeded smashed crushed flagged

pelted needed snacked dumped gagged

quilted seeded snatched humped hogged

rented weeded stamped jumped jogged

rested thanked lumped pegged

tended thrashed plucked hummed

tested tracked rushed drummed

dinted trashed sulked stemmed

drifted

blessed drooped -ed = d wi h long vowel

trimmed

glinted dressed looped longed slammed

hinted helped snooped bloomed slimmed

lifted pressed swooped crooned planned

listed fetched barked groomed pinned

minted blinked marched loomed sinned

misted clicked marked roomed manned

printed clinked parked spooned penned

quilted fished sparked darned

shifted flicked starched farmed

sifted limped peeped peeled

sprinted milked picked teemed

squinted pricked missed

tinted risked wished

twisted sniffed splashed

wilted stitched stuffed

winded tricked puffed

bonded winked scooped


20042013 level 2-8 to 2-12 - lizzy online · level 2-10(g) base word + ending … u ing ed = ed/t/d...

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