1. Sometimes we say a word like fishing so that it sounds like fishin' . And sometimes we say going to so that it sounds like gonna: I'm gonna go fishin '. But although the suffix -ing is pronounced different ways, it is always spelled <ing>!
2. The suffix -ed is also pronounced different ways, but it is always spelled <ed>.
These three words each contain the suffix -ed. Say them very carefully:
In needed -ed sounds like [id]. In showed -ed sounds like [d]. In asked it sounds like [t]. But although -ed is sometimes pronounced [id], sometimes [d], and sometimes [t], it is always spelled <ed>!
3. Say each of the following words. In each one decide whether -ed sounds like [id], [d], or [t]. Put the right pronunciation of -ed in each blank:
Word Flow.The puzzle below is a flow chart. It flows from the top, where it says "Start," to the bottom, where the nine blank lines are.
The boxes with square corners contain elements. Each time you flow from the top tothe bottom of the puzzle, you add elements together to spell a word. With this WordFlow you can go through nine times, spelling nine different words, one for each of the nine blank lines.
A box with rounded corners states conditions that must be met before you can go through that box. For example, you only go through the box that says “Only with twinning" if you are spelling a word that contains twinning. So you have to think and decide which condition box to go through.
As you spell out the nine words, write them into the nine blanks:
Teaching Notes. Item . Later, in Lesson 29 of Book Four, students will study those few surviving old verbs in which the past tense ends in [t] spelled <t>, as in burnt, slept, felt, kept, sent,lost, etc. But for now the main point is to get the students to see and hear that although -ed and -ing can each be pronounced in different ways, their spellings remain constant.
Word Flow. This Flow is similar to the ones with which the students worked in Lesson 31 of Book 1. The main difference is the presence of the boxes that state conditions. One problem here is to be sure that the students know which condition controls each word. You could have them actually draw a line from the start to each word, perhaps color-coded, so that it is clear which condition box they went through for each word. Or you could ask them to tell the class which condition box they went through for a particular word and then ask them why they went through the box they did—that is, why that condition prevails.