Teaching Tips for "_ed Says, 'Ed, d, t.'"

Children learn about three sounds for _ed: ed, d and t.

1. _ed says “ed” in wanted, haunted, toasted, roasted, planted, panted, grunted, and hunted--and after any word ending in d or t. The ed adds another syllable to these words.

2. _ed says “d” in cheered, appeared, dried, fried, played, stayed, trained, and rained. The ed does not add another syllable to these words.

3. _ed says “t” in hopped, stopped, chased, raced, fished, wished, talked and walked. The ed does not add another syllable to these words.

• Rewrite _ed rules on a large poster or bulletin board. Leave room for exceptions.

• Sort words by playing “Past Tense Partners” (Same game as “Plural Partners”). Tell all children to put their heads in their hands and close their eyes. Then give children present and past-tense word cards. When you are done handing out the cards, children should find their partners. Children should say or write sentences with their words. Next they should sort past tense versions under the appropriate category, “ed,” “d,” or “t.” See “Plural Partner” sorting suggestions.

• Once you have discussed past tense words as a class, create a past-tense matching center. Children should match present tense words to their past tense counterparts on a pocket chart or on the floor. Include rule cards in your center.

• You may also want to create a sorting activity which does not include any present tense words, so that children can focus on the sounds of _ed.

• Use spelling notebooks to reinforce _ed concepts. On Day 1, brainstorm words on the white board, under the categories, “ed,” “d” and “t.” On Day 2, the title should read, “_ed says ‘ed.’” Record words from the “ed” category in notebooks, along with related sentences or definitions. On Day 3, write, “_ed says ‘d’” and record words from the “d” category. On Day 4, write, “_ed says ‘t,’” and focus on “t” words. On the fifth day record exceptions from Past Tense Tricks. Finally, on Day 6, allow children to read their spelling notebooks with partners.

• Circle _ed spellings in reproducible books or worksheets. Discuss the sound that _ed makes in each word.

• Create _ed word cards similar to those described in “Plurals, Plurals, Plurals, Plurals.”

• Decorate a shoe box, where children can place new interesting past tense words. Review these periodically.