Lesson 35

Multi-Session Phonics

Inflected Endings: -s, -ed, -ing; /t/ Spelled ed

To the Tutor: Some students will require more time on these

activities than others. Feel free to adjust the pace of the lesson
and the amount of practice the student needs. You can track the
students progress by placing a check and/or date next to each
part of a lesson that is completed.

Target Elements: inflected endings: -s, -ed, -ing;

/t/ spelled ed
Review Elements: long /i/ vowel patterns
Target High-Frequency Words: eight, every,
now, upon
Review High-Frequency Words: down, know,
purple, very

Point to the word playing. Say: What letters

do you see on the end of play? (-ing) Blend the
sounds to say playing. Tell the student we add -ing
to a base word when we want to show something
that is happening right now: He is playing. She is
playing. They are playing.

Part

Materials: Picture Cards: apple, bicycle, cats,

cook, crayons, jump, play, yell; Word Cards:
eight, every, now, play, played, playing,
plays, upon

Point to the word played. Say: What letters do

you see at the end of played? (-ed) Blend the
sounds to say played. Tell the student we add -ed
to action words to show something that already
happened: He played yesterday. She played
last week.

Step 1 Action Words

Show the student the Picture and Word Cards for
cats and ask the student to identify the picture
and read the word.

Point to each Word Card again (play, plays, played,

playing) and ask the student to move a finger
under each word to blend the sounds and say
each word. Have the student point to the endings
-s, -ed, and -ing.

Say: You already know that we add the letter s

to show more than one. Today we are going to
add letters to words that show actions.
Place the rest of the Picture Cards on the table.
Ask: Which pictures show people doing something?
What are they doing? (Sample responses: cooking,
jumping, playing a game, kicking, pitching, yelling)

Tell the student he/she will see lots of words with

these endings.

Step 3 Read High-Frequency Words

Tell the student that cooking, jumping, kicking,

playing, and yelling are actionswhat people
and animals can do. Ask: What are some other
actions you can name? (running, digging, reading,
and so on)

Show the student these Word Cards: eight, every,

now, upon. Read each word aloud several times.
Point out the letters in each word.
Have the student read each word with you as
you point to it. Then echo read the words: you
read a word and have the student read the word
after you.

Step 2 Isolate Endings

Lay out the Picture Card for play (the boy kicking
a soccer ball and the girl pitching a baseball) and
these Word Cards: play, plays, played, playing.

Select a card or two and have the student say a

simple sentence using the word(s). For example:
Eight comes after seven. Help the student say
other simple sentences using the new highfrequency words of the lesson.

Point to either the boy or the girl. Say: This person

is playing a game. Point to the Word Card play
and have the student blend the letters to say the
word. Say: Play is a base word. We add endings
to base words like play.

Note to the Tutor: Remember to collect all the Picture,

Letter, and Word Cards and put them back in the
packet for use next time.

Point to the word plays. Say: What letter do you

see on the end of play? (-s) Blend the sounds to
say plays. Tell the student we add -s to action
words when we say He plays or She plays.

continued on page 2

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Lesson 35
Multi-Session Phonics (continued)

Inflected Endings: -s, -ed, -ing; /t/ Spelled ed

Step 3 Add Endings

Show the student the Picture Card for play and
have the student identify it.

Part

Line up the Letter Cards p, l, a, y on the table.

Ask the student to blend the sounds of the letters
together to say the word: play.

Materials: Picture Cards: jump, play; Letter

Cards: a, d, e, g, i, j, l (2), m, n, p, s, u, y; Word
Cards: down, eight, every, jumped, know, now,
played, purple, upon, very; Students word
ring (optional)

Say: How do we change this word if we want

to say She plays or He plays? (Add the letter s
to the word play.)

Step 1 Action Words

Review the concept of action words by asking

the student to think about the things he/she
and his/her friends do in school each day. Give
the student a pattern to use, such as: We color, we
read, we walk to the library. After each example,
have the student identify the action word.

Give the student the letter s and have him/her

add it to the word play; then blend the sounds
and say plays.
Mix up the Letter Cards p, l, a, y, and s and have
the student make plays again and read it aloud.

Step 2 Compare Ending Sounds

Repeat this procedure and have the student make

and say played and playing. If necessary, push the
letters ed and ing together and give them to the
student to add to the word play.

Show the Picture Card for play. Ask: What is the

person in the picture doing?
Show the Word Card for played. Remind the
student that we put the ending -ed on a word to
show an action that has already happened. Have
the student blend the sound to read the word.

Repeat with the words jump and yell.

Step 4 Read High-Frequency Words

Show the Picture Card for jump. Say: The person

in the picture is jumping. What do we add to the
word jump to show that the action has already
happened? (the ending -ed)

Show the student these Word Cards: eight, every,

now, and upon, and remind the student that
these are the words he/she needs to memorize
this week.

Show the Word Card for jumped. Have the

student blend the sounds to read the word.
Ask: What sound do you hear at the end of
jumped? (the /t/ sound)

Read each word aloud several times. Point out

the letters in each word. Then have the student
read each word with you. Finally, hold up each
word in turn and have the student read it.

Ask: Do you hear the same sound or a different

sound at the end of jumped and played? (a
different sound)

Review these high-frequency words from a

previous lesson: down, know, purple, very. Have
the student read them.

What letters stand for the /d/ sound you hear

at the end of played and the /t/ sound you hear
at the end of jumped? (the letters -ed )

(Optional) If the student has a word ring of the

high-frequency words from tutoring sessions so
far, have the student read each word on the ring.

Say the following words and have the student

repeat each one to hear the ending sounds:
yelled, played, jumped, cooked, hoped, looked,
stayed. Then remind the student that the letters
-ed stand for both the /d/ sound and the /t/ sound
at the end of these words.

Note to the Tutor: Remember to collect all the Picture,

Letter, and Word Cards and put them back in the
packet for use next time.

continued on page 3

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Lesson 35
Multi-Session Phonics (continued)

Inflected Endings: -s, -ed, -ing; /t/ Spelled ed

Step 3 Review High-Frequency Words

Lay out all the Word Cards for the new highfrequency words for this lesson: eight, every,
now, upon. Point to each word, read it, and
have the student repeat it with you.

Part

Materials: Picture Cards; Word Cards: eight,

every, now, upon; Letter Cards: a, c, d, e, g, i, j,
k (2), l (2), m, n, p, s (2), u, y; Notebook paper;
Tag board, hole punch, ring fastener (optional);
Phonics Practice Sheet

Turn the cards face down. Have the student

pick a card and read it. If a student cannot read
the word, read it, and have him/her repeat it
after you. Then put the card back in the pile for
additional practice.

Step 1 Action Search

(Optional) Cut the tag board into Word Card-sized

pieces. Ask the student to select a Word Card and
read the word on it. Write the word on the tag
board. Connect the cards together on the students
word ring. Have the student keep the word ring at
school and continue to add words from tutoring
sessions to it.

Place all the Picture Cards face up on the table.

Ask the student to look at each picture, identify it,
and put together all the cards that show action.

Step 2 Make Words with Endings

Remind the student that he/she can add endings
to lots of familiar words and change what they
mean. Review that endings can make a word tell
about an action happening right now or an action
that has already happened.

Note to the Tutor: Many of the high-frequency words

do not follow phonics patterns. The student must
memorize these words. Putting them on the ring will
make it easier to review and learn these words.

Place the Letter Cards p, l, a, y, and s on the table

and have the student identify each one. Then
ask him/her to put the letters together to make
plays and blend the sounds to say plays. Have
the student use the word in a sentence aloud.

Step 4 Read Words

Show the student the Phonics Practice Sheet.
Point to the section titled Words and ask the
student to read each word, moving from left
to right and from top to bottom.

Take away the letter s. Ask: How do you change

the word play to show that someone played
yesterday? Give the student the Letter Cards e
and d and have him/her add the letters at the
end of play to make played. Have the student
blend the sounds and say played. Then have
the student use the word in a sentence aloud.

To correct a misread word in the first column, tell

the student to run his/her finger under each letter
in the word saying the sound at the same time,
then blending the letters together. To correct
a misread word in the second column, read the
word, point out the letters, and have the student
read it after you.

Repeat this and have the student make playing.

Point out that the ending -ing means that the
action is taking place right now. Have the student
use the word in a sentence aloud.

Note to the Tutor: Remember to collect all the Picture,

Letter, and Word Cards and put them back in the
packet for use next time.

In turn, give the student the letters needed to

make the following sets of words: jump, jumps,
jumped, jumping; yell, yells, yelled, yelling; kick,
kicks, kicked, kicking; ask, asks, asked, asking.
Write the words the student makes in a list on
the notebook paper. Ask the student to read
each word.
Tell the student to circle each base word (play,
jump, yell, kick, ask) and underline each ending.

continued on page 4

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Lesson 35
Multi-Session Phonics (continued)

Inflected Endings: -s, -ed, -ing; /t/ Spelled ed

to make night? (Replace h with n and add t at

the end.) Have the student blend the sounds to
make night.

Part

Repeat the process and have the student use

the letters to make right, bright, and sight.
Have the student blend the sounds and say
each word he/she makes.

Materials: Letter Cards: b, e, g, h (2), i, l, n, p, r, s,

t; Phonics Practice Sheet

Step 1 Alliteration
Give practice in listening for beginning sounds.
Say the following sentences and ask the student
to finish each one with a word that begins with
the same sounds as most of the other words.
You can find sharks and shells next to the
_____. (shore, ship)
Big bugs can _____. (bite, buzz, bother)
Wally wants a _____. (watch, wand, wagon)
Ronny Rabbit ran a _____. (race, roller coaster)

Note to the Tutor: The following activity reviews a

skill taught earlier in the tutoring sessions. If the
student has not previously learned about vowel
digraph /i/, then you may consider skipping Step 2.

Repeat the process and have the student make

lie. Have the student blend the sounds and say
each word he/she makes.

Point to the first unfinished sentence and read

it with the student: Look at the purple _____.
Ask: How would you finish this sentence? Let the
student use his/her own words to orally finish
the sentence. Repeat with the remaining
unfinished sentence.

Ask: How would you change pie to make tie?

(Replace p with t.) Have the student blend the
sounds to make tie.

Show the student the Phonics Practice Sheet

and point to the section titled Finish It! Explain
that these are sentences that are started but not
finished and the student is to finish each one.

Step 2 Review Long i Words

Step 3 Finish the Phrase

Remind the student that he/she has learned some

different ways to spell the long /i/ vowel sound.
Give the student the Letter Cards p, i, e and have
him/her push them together to make pie.

Step 4 Read Words and Sentences

Have the student look at the section of the Phonics
Practice Sheet titled Words. Randomly point to
the words in each list, and ask the student to read
each one. To correct a misread word in the first
column, tell the student to run his/her finger under
the letters in the word and blend the word aloud.
To correct a misread of a high-frequency word in
the second column, read the word and have the
student read it after you.
Ask the student to read the story at the bottom
of the page. Give help as needed, using the same
strategies you used as the student read the words
above.

Place the Letter Cards h, i, g, h on the table and

have the student put the letters together to blend
and make high. Ask: What letters stand for the
long /i/ vowel sound in high? (i, g, h)

Note to the Tutor: Remember to collect all the Picture,

Letter, and Word Cards and put them back in the
packet for use next time.

Place the Letter Cards b, n, r, s, and t in front of

the student. Ask: How would you change high

continued on page 5

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Lesson 35
Multi-Session Phonics (continued)

Inflected Endings: -s, -ed, -ing; /t/ Spelled ed

Step 2 Build Sentences

Lay out the following Word Cards on the table:
down, eight, every, know, now, purple, upon,
very. Review these words with the student.

Part

Then lay out the words the student wrote in

Step 1. Have the student choose some words
from the cards on the table and make a sentence.

Materials: Letter Cards: a, b, e (2), g (2), i (2), l,

n (2), o, p, r, s, t; Word Cards: down, eight, every,
know, now, purple, upon, very; Blank Word
Cards; Letter-sized envelope; Notebook paper

Write the sentence on a piece of paper for the

student. The student should write the words
he/she wrote on the Blank Word Cards. If the
students sentence includes words that are not
on the Word Cards, write them for the student.
As you write, ask the student to help you with
any sounds he/she may know. When the sentence
is complete, have the student read it to you.

Step 1 Mixed Review

Place Letter Cards g (2), i (2), n (2), and s face up
on the table. Have the student make the word
sing and say the word aloud. Then ask the student
how to change sing to singing. Give the student
Letter Cards i, n, g, and ask the student to add
the letters to sing to make singing. Tell him/her
to blend the sounds and say singing.

Cut apart the sentence and mix up the words.

Have the student put the sentence back together
in the correct order.

Remind the student that adding the letters -ing

to an action word means the action is happening
right now.
Ask the student to make and read the following
words, adding -ing and reading both words:
bring, go, eat, sleep.

ction

Home-Conne

pe so
ent an envelo
Give the stud
er and
tt
Le
ke all the
he/she can ta
them to
e
us
me and
Word Cards ho
sentences
d
an
ing words
practice mak
embers.
with family m

Write each word the student makes on Blank

Word Cards and ask the student to read each one.

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Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

eight

down
$
Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

jumped

every

Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

know

now
Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

play
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played
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Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

playing

plays

$
Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

purple

upon
Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

very

yell
Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

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Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

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Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

Multi-Session Phonics Lesson 35

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Lesson 35
Phonics Practice

Multi-Session Phonics

Words

Finish It!

singing purple
going upon
jumped down
played very

Look at the
purple _____.
My class is
going to
the _____.

yells know
kicking

Goal!
I am playing with a very good
team.
Do you know what we are
called?
My team is called the Crows.
I kicked eight goals for the Crows.
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