EDEX 546

Mini Lesson Plan #3: -ing Suffixes

Teacher: Elizabeth Martin Grade Level: 1st grade

I. Instructional Objective:

 Through intervention work on specific suffixes over a 4 –week period,

students will be able to increase fluency of reading through word recognition
and improved decoding skills.
 Students will be able to foster automaticity when seeing an –ing suffix,
instead of having to use resources on trying to decode the sounds.
 Students will recognize the difference between present progressive tense (-
ing words) and past tense (-ed words) to infer past and present tense.
 Students will be able to encode the present progressive form of a verb when
given the present form, by adding an –ing suffix.
 Students will increase oral reading fluency using a guided reader with a high
number of –ing words and plurals (to practice what was learned last week).
They will increase level of prosody through listening to me read the pages
fluently and repeating after me with expression and word recognition of –ing
and plural suffixes.
 Students will have improved text comprehension as a result of increased
reading fluency.

II. Instructional Procedures:

 Before (Introduction): To introduce the lesson, I will show the Electric

Company’s –ing clip below: https://youtu.be/3PshvvWPDFM. This will
visually demonstrate –ing words in context.
 I will also show the –ing and –ed endings anchor charts I made that show –
ed as “old” since it is used for past tense verbs; and –ing as 1st graders
because it is in the present tense.
 During (Teacher Model): I will present the –ing words hidden flaps visuals,
which contain some present tense verbs with a flap that will convert the word
to the present progressive –ing form when closed. I will show how certain
words will drop an “e” at the end of the word when adding –ing. As I model
each of these flaps, I will think out loud to show my thought process for
 forming the –ing word. Towards the end, I will slowly remove the scaffold
and elicit student answers as they demonstrate converting a present tense to
the present progressive –ing tense. These are all words that will appear in
the Reader’s Theater that will be introduced at the end of the lesson. So, I
will highlight this vocabulary and start to familiarize them with these words
that may not be in their word banks. They are both ELL students so focusing
on the content vocabulary is an important accommodation for
comprehension.
 During (Groupwork): I will have the students work together to do the What’s
the Correct Word? Worksheet. One student will flip a coin. If they get a
HEAD then they will do the past tense of the first word in the list; if they get a
TAILS, they will do the present tense of the first word in the list. The partner
will do the other one. Then they will switch roles and Student #2 will flip the
coin. Students are encouraged to talk through their answers. After they
have finished, we will review it and discuss any that were confusing.
 During (Individual): I will give each student two flower petals sheets. I will
model writing –ED in the center of one flower and –ING in the center of
another flower with marker. I will also model how they are to pick 8 action
words from the whiteboard list I will show them and they are to write the –ing
and –ed form of each on separate flower petals for a total of eight petals for –
ing and eight for –ed. After, they will color and cut out their petals and then
glue them onto paper to make flowers. When they have finished, we will take
turns reading their words out loud to practice saying them.
 After (Lesson Closure): To close the lesson, we will be reading a book
entitled Hobbies in an echo format, where I read a page and then they repeat
after me. We will do this all together where I will first read and they will read
in unison. This book captured many inflectional –ed, -s/-ies and –ing endings
in order to practice them in context.
 Next Week Introduction: To conclude our lesson, I will introduce the
Reader’s Theater Last Night I Dreamed of Chickens, which I will be working
on with them for the next few sessions in Weeks 3 and 4 of this intervention.
It is highlighted in 2 different colors to differentiate between parts. This is a 2-
person Reader’s Theater with many suffix endings. It is short and silly with
rhyming words. We will be working on prosody as we read and will be doing
some basic motions to go along with each line for when we present to the
class, in order to highlight the new vocabulary learned. They are both ELL
students so along with content objectives, I am aiming to increase their
 language fluency through introducing new vocabulary in a way in which they
will remember it. For this week, it will just be introduced to the students and
they will echo read each line individually after me to get used to it. I will
select parts this next week and assign parts the next time I meet with them.
In 2 weeks, we will be presenting it to the class, the Reading Specialist and
the Principal!

III. Materials and Equipment:

 iPad for YouTube viewing of the Electric Company clip

 -Ing and –ed anchor charts (Appendix A)
 -Ing words hidden flaps visuals (Appendix B)
 What’s The Correct Word worksheet (Appendix C)
 A coin to flip
 A whiteboard
 Flower petals worksheets (Appendix D)
 Markers and crayons
 Construction paper and glue for each child
 Pencils for each child
 Last Night I Dreamed of Chickens Reader’s Theater (Appendix E)

IV. Assessment/Evaluation:

 Formative assessment will be performed as students work in a pair to play

the What’s the Correct Word coin flip game. Students will have to flip a coin
and depending on which is flipped, they will encode an –ed or –ing word.
The partner will do the other one and then it is the partner’s turn to flip the
coin. Prompting will help to bring understanding if a student struggles;
students will be challenged to explain their reasoning to their partner to make
this exercise student-led.
 Student work can be assessed through the flower petal activity. They will
need to select 8 verbs from a list and make them into the –ed and –ing
forms. They will write each on a flower petal and glue down an –ed and an –
ing flower to construction paper to make an inflectional garden.
 Reading fluency through word recognition of –ed, -s and –ing words will be
assessed as Hobbies is echo read. Utilizing inflectional endings when in
context will be seen; if the students struggle with any of these, more intensive
support can be added.
  Prosody and using inflectional endings in context can be also assessed
through introduction of the Reader’s Theater. This will continue to be
monitored until the end of the school year.

V. Differentiation: This lesson is for 1st grade students who are reading below grade
level. Specifically, these two students are both instructionally reading at a level E
after being given Running Records, with the 1st grade end of year benchmark being
a level I. Both students are English Language Learners (ELL) who speak English
and their native language. They are proficient in English conversationally but require
intensive language support to build their reading fluency and vocabulary. They
generalize from their native languages to English for (lack of) suffix usage so this is
an area of need for them. Through instructional intervention and greater decoding
and word recognition abilities, they can increase their reading fluency and prosody.

To differentiate for ELL students, I include visual aids for lessons and utilize modeling
frequently since particular suffix usage is either not used in their native tongues or is
conjugated differently so seeing it performed will help with comprehension. The
lessons have been scaffolded through echo reading and modelling to foster progress
when reading orally. I also am making a modification for articulation, accent and
pronunciation if a student struggles with English being linguistically different than their
native tongue.

VI. Technology: An iPad will be used to show the students the Electric Company clip
when introducing the lesson.
VII. Self-Assessment For this lesson I will have both the What’s the Correct Word
worksheet and measurable data from the flower petal activity in order to gauge
understanding of the –ing inflectional ending concept. I will also be able to orally
hear if the students continue to struggle with dropping –ing endings as they read
orally. Prior lessons on -ed endings and plurals will provide comprehensive intensive
support on several additional suffix endings that cause some struggles in class and
on the DIBELS assessment. Continued practice and reinforcement of all three types
of suffixes together will enable me to see if the lesson is providing proper intervention
support in this area and if recognition of the suffixes has increased when the word is
within context.

Week 4 will continue to practice prosody and fluency with the short Reader’s Theater
that uses many suffix words. Key vocabulary will be presented in Week 4 as well as
relevant motions to be done when presenting the Reader’s Theater, in order to
 increase vocabulary and understanding. This will be the culminating self-assessment
as to whether the students: recognize suffixes within context; have increased their
ability to read these words with automaticity in order to increase word recognition;
and if prosody has been increased, resulting in higher levels of reading fluency and
text comprehension. A re-assessment in reading fluency of the student after this 4-
week intervention will provide measurable data as to whether or not his level of
fluency has progressed.

VIII. Appendices (Lesson Materials Used): See below

-ING and-ED Endings Anchor Charts (Appendix A)
Hidden Flaps Charts (Appendix B)

*If an “e” is dropped, it is left underneath the flap so it is not shown in the –ing form. If a
consonant is doubled for the –ing word, it is written with the –ing, as in hopping.
What’s In The Correct Word Worksheet (Appendix C)
Flower Petals Worksheet (Appendix D)
Last Night I Dreamed of Chickens Reader’s Theater (Appendix E)
References:

YouTube, Electric Company. Retrieved from https://youtu.be/3PshvvWPDFM on May

21, 2017.

Buyak, Rus. Hobbies. Retrieved from Reading A to Z, www.readinga-z.com on May 14,

2017.

Prelutsky, Jack. Last Night I Dreamed of Chickens, Elementary Reader’s Theater.

Retrieved on May 14, 2017 from
http://www.timelessteacherstuff.com/readerstheater/LastNightIDreamedOfChickens.html

Reading Rockets. Inflectional Flowers. Retrieved on May 21. 2017 from

www.readingrockets.org

Ideas for old/new ED/ING ending replicated from The Teacher Wife. “Inflectional ING
and ED endings lesson package”. Images retrieved and replicated from
http://www.theteacherwife.com/2011/03/word-endings-unit-s-ed-ing.html on May 21,
2017.