👩‍🏫 Teacher’s Guide

Objective
Students will apply spelling changes with endings using the examples and practice below.

Vocabulary
spelling changes with endings, revise

Teaching Notes

• Model one response, then ask students to work independently and explain their choices with specific words or evidence.
• Teach the rule, discuss the worked example, and cover answers during practice.
• Use incorrect responses to identify which part of the rule needs another example.
• Allow approximately 25–35 minutes, including discussion and independent practice.

🧒 Student Worksheet

Concept and Helping Material

Big Idea
When adding endings, check the base word: drop silent e before ing, change consonant-y to i before ed, and often double a final consonant after a short vowel in a one-syllable word.

Worked example
make → making; carry → carried; hop → hopping

Vocabulary and Definition

• — the language skill explained in the Big Idea
• — change writing to improve it

Words to Learn

spelling changes with endings, revise

Sentences to Fill In

1. The term for the language skill explained in the Big Idea is ____.
2. The term for change writing to improve it is ____.

Think & Respond Q&A

1. Add ing to write.
2. Add ed to cry.
3. Add ing to run.
4. Explain why hoping and hopping have different spellings.
5. Explain the rule in your own words.
6. Write your own example and explain why it fits.
7. Revise a sentence from your own writing using this skill. What changed?
8. How would you check a partner’s work on this skill?

Hands-On Experiment or Activities

Write a developed paragraph applying the skill. Revise for precision, explain your decisions, and check whether another interpretation is possible.

Reflection

• Explain one thing you learned.
• Write a developed paragraph applying the skill. Revise for precision, explain your decisions, and check whether another interpretation is possible.