| fine |
| _____ |
| _____ |
| _____ |
| _____ |
| fine + er = ____________________ |
| flat | _____ | _____ | _____ | _____ | flat + er = ____________________ |
Unit 9: Suffix Spelling Changes Page 1
D
Combine the base words and suffixes below. Think: Is it a 1-1-1 word? Does it end in a silent e? Watch out for spiral review suffixes (-ed, -ing).
1. fit + est = ____________________
7. fine + er = ____________________
2. hope + er = ____________________
8. slip + ed = ____________________
3. big + er = ____________________
9. safe + est = ____________________
4. hop + ing = ____________________
10. pale + est = ____________________
5. hope + ing = ____________________
11. thin + er = ____________________
6. red + est = ____________________
12. glide + ed = ____________________
E
Read each sentence aloud. Underline words with doubled final consonants and circle words with silent-e suffixes.
The runner was much thinner and looked fitter than he did last track season.
July was the hottest month, but today is the wettest day of the year.
He grinned as he walked along the flattest path in the park.
She made a bolder play, but her teammate had the safest position.
We are hoping to find a wider space for the outdoor event.
F
Spelling changes affect the vowel's sound. Analyze the pairs below, read them aloud, and answer the question.
slimmer (slim + er) → /ɪ/ sound
cutter (cut + er) → /ʌ/ sound
slimer (slime + er) → /aɪ/ sound
cuter (cute + er) → /juː/ sound
Explain: Why does the spelling of slimmer have two "m"s, but slimer only has one?
G
Combine the elements to build the correct spelling:
1. mad + est =
2. cute + er =
3. stop + ed =
Unit 9: Suffix Spelling Changes Page 2
E
Step 3: Modeling the Checklist (Section C)
Say: "Let's test the word wet using our checklist in Section C. 1) Is 'wet' one syllable? Yes, clap it out. 2) Does it have one short vowel sound? Yes, the short /ĕ/ sound. 3) Does it end in exactly one consonant? Yes, 't'. We have a 1-1-1 word! The checklist says YES. So we double the 't' before adding -er. It is spelled w-e-t-t-e-r."
Say: "Now let's look at brave. 1) One syllable? Yes. 2) One short vowel? No, it has the long /ā/ sound. 3) Ends in one consonant? No, it ends in the letter 'e'. Since the answers are NO, we do not double. We drop the 'e' and add -est, giving us bravest. Now, let's complete the remaining checklist items together."
F
This lesson explicitly unifies the spelling logic of doubling across multiple vowel suffixes. Previously learned suffixes (-ed, -ing) are heavily integrated in Section D (Mixed Practice) alongside the newly introduced -er, -est. This helps students realize that consonant doubling is a generalizable phonics system rather than a set of isolated rules.
G
| Likely Error | Phonics Cause | Teacher Correction / Action |
|---|---|---|
| "weter" or "flatest" | Forgetting to double the consonant on a 1-1-1 word. | Guide student back to Section B. "Clap out the word. Check the short vowel sound. Does it need a guard?" |
| "bravvest" or "finner" | Incorrectly doubling silent-e or long-vowel words. | Contrast pronunciation: "If we double the 'v', it becomes a short 'a' sound. Read /brăv-ĕst/. Is that our word?" |
| "warmmer" | Doubling words that end in consonant blends (-rm). | Count ending consonants: "Does 'warm' end in *one* consonant? No, it has two ('r' and 'm'). Do not double." |
Support: Have students physical tap or write the letters of the base word in columns to highlight the 1-1-1 pattern before attempting to write the full word.
Extension: Challenge students with multi-syllabic words ending in stressed syllables that require doubling (e.g., commit → committed, forget → forgettable).
During Section G (Exit Task), look closely at the spelling of mad + est and stop + ed. If a student gets fewer than 2 out of 3 correct, flag them for a 3-minute targeted re-teaching card session during tomorrow's intervention period.
Check specifically if students are incorrectly doubling words ending in a silent "e" like "cute".
Unit 9: Suffix Spelling Changes • Lesson 71 Page 2
Unit 9: Suffix Spelling Changes Page 1
D
Combine root words and suffixes. Pay close attention: Does the root end in a silent e? Is it a 1-1-1 short-vowel word?
1. slide + ing = ____________________
7. fine + est = ____________________
2. slip + ing = ____________________
8. safe + ly = ____________________
3. make + er = ____________________
9. rip + ed = ____________________
4. hope + ed = ____________________
10. ripe + ed = ____________________
5. hop + ed = ____________________
11. thin + est = ____________________
6. late + est = ____________________
12. rude + ness = ____________________
E
Read each sentence aloud. Underline words where a silent e was dropped and circle words where a final consonant was doubled.
The professional skater was sliding across the flattest ice rink.
I am hoping that our team wins, but they are currently hopping on and off the field.
He taped the torn poster, while she was tapping her foot to the beat.
The cutest puppy was biting on his favorite rubber toy.
She was extremely careful as she placed the ripest peaches into the box.
F
The presence of a double consonant or a single consonant completely changes the vowel sound.
hopping (hop + ing) → /ɑ/ sound
tapping (tap + ing) → /æ/ sound
hoping (hope + ing) → /oʊ/ sound
taping (tape + ing) → /eɪ/ sound
Explain: How does the spelling of tapping help you know that the vowel sound is short, while taping is long?
G
Combine the elements to build the correct spelling:
1. skate + ing =
2. flat + est =
3. make + er =
Unit 9: Suffix Spelling Changes Page 2
Step 3: Connect to Phonetic Sound (Section F)
Say: "Now look at Section F. This is the ultimate test. Read hopping and hoping aloud. Why does hopping have a short vowel sound? Because the double consonant 'pp' acts as a shield to keep the vowel short. Why does hoping have a long vowel sound? Because we dropped the silent 'e', but we did not double the 'p'. The single consonant lets the vowel stretch long. This spelling choice controls how we read!"
F
The spelling contrast between consonant doubling (from Lesson 71) and silent-e dropping (the current skill) is highlighted side-by-side in Section D (Mixed Practice) and Section E (Sentence Reading). By practicing words like slide/slip and hope/hop, students master the critical phonetic-orthographic bridge necessary for reading multi-syllabic base words with inflections.
G
| Likely Error | Phonics Cause | Teacher Correction / Action |
|---|---|---|
| "makeing" or "skateed" | Forgetting to drop the silent e before a vowel suffix. | Have the student underline the suffix. Ask: "Does the suffix start with a vowel? If yes, drop the silent e!" |
| "hopless" or "safly" | Dropping the silent e before a consonant suffix. | Check the suffix's first letter: "Is 'l' a vowel? No. Keep the 'e' so it stays long." |
| "taping" (meant "tapping") | Confusion between doubling and drop-e rules. | Trace the base: "Is the base 'tap' (1-1-1) or 'tape' (silent-e)? Tap needs a shield (pp); tape does not." |
Support: Use color-coded flashcards. Write base words in blue, silent-e in yellow, vowel suffixes in red, and consonant suffixes in green. Physically drop or hide the yellow card when red is added.
Extension: Explore spelling changes for multi-syllabic academic verbs ending in silent-e (e.g., evaluate → evaluating, regulate → regulatory).
Record student accuracy on the Exit Task (Section G). Pay particular attention to skate + ing vs. flat + est. Ensure students are not carrying the doubling rule into silent-e root words (e.g. spelling "skatting").
Check for phonological awareness: can they verbally distinguish /tăp-ɪŋ/ from /tāp-ɪŋ/?
Unit 9: Suffix Spelling Changes • Lesson 72 Page 2
| study |
| es |
| ____________________ |
| _____ |
| ____________________ |
Unit 9: Suffix Spelling Changes Page 1
D
Apply all suffix rules. Analyze carefully: Double the 1-1-1 word, Drop the silent-e, or Shift the consonant + y.
1. carry + ed = ____________________
7. heavy + er = ____________________
2. carry + ing = ____________________
8. safe + est = ____________________
3. play + ing = ____________________
9. sad + est = ____________________
4. slide + ing = ____________________
10. fry + es = ____________________
5. slip + ed = ____________________
11. fry + ing = ____________________
6. empty + ed = ____________________
12. stay + ed = ____________________
E
Read each sentence aloud. Draw an arrow from the inflected word to its base word below, and check the spelling modifications.
The driest towel was drying on the flattest surface. (Base words: dry, flat)
He carried the luggage and grinned at his happiest client. (Base words: carry, grin, happy)
We were studying because she hoped to get the highest score. (Base words: study, hope, high)
The chef fried the potatoes while making the salad. (Base words: fry, make)
F
English spelling hates to have two "i"s side-by-side. Look at the spelling decisions below.
dry + ed → dried (y goes to i)
study + es → studies (y goes to i)
dry + ing → drying (double-i prevented)
study + ing → studying (double-i prevented)
Explain: Why does drying keep its "y", but dried changes to an "i"?
G
Combine the elements to build the correct spelling:
1. try + ed =
2. stay + ed =
3. study + ing =
Unit 9: Suffix Spelling Changes Page 2
F
Lesson 73 serves as the cumulative capstone of Unit 9's spelling logic, integrating Lesson 71 (doubling), Lesson 72 (drop-e), and Lesson 73 (y-to-i). In Section D (Mixed Practice), students must dynamically decide which rule applies: 1-1-1 doubling (e.g., sad → saddest), silent-e drop (e.g., slide → sliding), or y-to-i shift (e.g., carry → carried).
G
| Likely Error | Phonics Cause | Teacher Correction / Action |
|---|---|---|
| "driing" or "studying" error | Incorrectly changing y to i before -ing. | Point out the two 'i's. "Do we write double-i in English? No. Keep the 'y' before -ing!" |
| "plaied" or "stayest" error | Changing y to i on vowel-y words (ay, oy). | Check the letter before 'y'. "Is it a consonant or vowel? If vowel + y, keep the 'y'." |
| "dryed" or "cryed" | Forgetting to change y to i on consonant-y words. | Trace the base: "Dry ends in consonant + y. Suffix is -ed (not -ing). We must shift y to i." |
Support: Have students circle the letter before 'y' in the base word in yellow. If it's a consonant, circle the suffix. If the suffix starts with any letter besides 'i', draw an arrow changing 'y' to 'i'.
Extension: Explore multi-syllabic academic nouns ending in 'y' and their plural spellings (e.g., category → categories, authority → authorities).
Assess the accuracy of the Exit Task (Section G). Check if students successfully differentiated try + ed → tried (consonant-y shift) from stay + ed → stayed (vowel-y no shift) and study + ing → studying (-ing exception).
Note if students are misapplying doubling rules to y-ending words (e.g. spelling "tryyed").
Unit 9: Suffix Spelling Changes • Lesson 73 Page 2
| _____ |
| ______ |
| 4. worst | _____ | ______ |
| 5. flavor | _____ | ______ |
| 6. bare | _____ | ______ |
| 7. scorn | _____ | ______ |
| 8. bear | _____ | ______ |
E
Read each sentence aloud. Draw a small dot under the unaccented final /er/ words, and circle the /air/ spelling words.
The doctor was careful to share his lunch with the hungry child.
She was willing to pay a dollar for the juicy pear at the farmer's market.
The motor made a strange sound as we climbed up the cabin stairs.
A large brown bear stood on the bare hillside looking for food.
F
English has many words that sound identical but are spelled differently to represent different meanings.
Definition: Empty, uncovered, or plain.
Example: The walls of the old bedroom were completely bare.
Definition: A large heavy mammal with thick fur.
Example: We saw a wild grizzly bear near the lake.
Explain: Why are bare and bear spelled differently if they sound exactly the same?
G
Underline the letters that make the alternate /er/ or /air/ sound in each word:
1. doctor
2. share
3. bear
Unit 9: Suffix Spelling Changes Page 2
Say: "Let's work together on Section C. Look at the word list at the top. The first word is doctor. Let's read it: /dŏk-tər/. Underline the unaccented ending 'or'. Since 'or' says /er/ here, we write it under our Alternate /er/ family. The next word is share. Underline the ending 'are'. It says /air/. So we write it under Alternate /air/. Let's continue sorting these words."
Say: "Now look at Section F. We have two words: bare and bear. Read them. They sound exactly the same! These are called homophones. How do we know which one is which? Yes, by spelling and context. Read the example sentences aloud and talk about the meaning."
F
Standard r-controlled vowel sounds (ar, or, er, ir, ur, wor) are heavily integrated in Section A (Warm-Up Review) and Section D (Mixed Practice Matrix). This forces students to compare and contrast standard spellings with unaccented and alternate representations side-by-side, promoting spelling flexibility over memory-based guessing.
G
| Likely Error | Phonics Cause | Teacher Correction / Action |
|---|---|---|
| Reading "doctor" as /dŏk-tōr/ | Incorrectly applying standard /or/ to unaccented unaccented final syllable. | Contrast accent. "Clap doctor. The first syllable gets the stress /dŏk/. The second is unaccented /tər/. It says /er/." |
| Reading "bear" as /bē-ər/ | Confusing the alternate 'ear' pattern with standard 'ear' (/eer/ sound). | Provide semantic clue: "This ends in 'ear' but it is a wild animal /b-air/. Try both sounds and think of meaning." |
| "dollar" spelled "doller" | Spelling based strictly on auditory unaccented sound. | Reiterate orthographic flexibility: "This unaccented sound is /er/ but unaccented 'ar' spells it in dollar." |
Support: Have students physical color-code alternate spellings. Highlight all unaccented ending '-ar/-or' in yellow and all '/air/' vowel patterns in green.
Extension: Explore more homophones for '/air/' like stair/stare, fair/fare, or hair/hare, and write contrasting sentences.
Examine the spelling identification in the Exit Task (Section G). Monitor if students are correctly identifying and underlining unaccented ending spellings (the or in doctor) and alternate vowel patterns (the are in share, and ear in bear).
Can the student correctly categorize homophone pairs based on context in sentence reading?
Unit 9: Suffix Spelling Changes • Lesson 74 Page 2
| 5. heard | _____ | ______ |
| 6. pear | _____ | ______ |
| 7. spear | _____ | ______ |
| 8. doctor | _____ | ______ |
E
Read each sentence aloud. Underline words where ear says /ear/ (eer), and circle words where ear says /air/ (air).
My dear friend can hear the wind whistling from far away.
Do not wear that old shirt if there is a tear in the sleeve.
The giant grizzly bear walked near the edge of our forest campsite.
She wiped a single tear from her cheek after reading the card.
F
Sometimes a word has the exact same spelling, but different pronunciations based on meaning. This is a **homograph**.
Definition: Water droplet that falls from the eye.
Example: A tear fell as she smiled happily.
Definition: To rip, split, or pull apart.
Example: Be careful not to tear the fragile paper.
Explain: How does the rest of the sentence help you decide whether to pronounce tear as /ear/ or /air/?
G
Match the word to its pronunciation and write a rhyming word:
1. fear is /ear/. Rhyming word:
2. wear is /air/. Rhyming word:
Unit 9: Suffix Spelling Changes Page 2
Step 3: Sorting the Sounds (Section C)
Say: "Let's complete the Sound Sort in Section C. Read the first word: near. Underline the 'ear'. Does 'near' rhyme with *hear* (/ear/ sound) or *hair* (/air/ sound)? Yes, it rhymes with *hear*. Write it under Column 1. Let's look at the next word: bear. Does 'bear' rhyme with *hear* or *hair*? Yes, it rhymes with *hair*. Write 'bear' under Column 2. Let's sort the rest together."
Say: "Now look at Section F. This is the word tear. This single word can represent BOTH sounds based on meaning! Read the definitions and talk about how the context of the sentence tells us how to pronounce it."
F
Lesson 75 closes the week by explicitly connecting the new /ear/ pattern with the alternate /air/ patterns taught in Lesson 74 (Vowel R Flexibility). Standard r-controlled sounds (/er/ as in doctor, /or/ as in scorn, and /ar/ as in smart) are spiraled in Section D (Mixed Practice Matrix) to ensure that students maintain discrimination among all vowel-r sound families.
G
| Likely Error | Phonics Cause | Teacher Correction / Action |
|---|---|---|
| Reading "bear" as /b-eer/ | Overapplying the standard /ear/ sound of the 'ear' spelling. | Guide student to swap: "That's the most common sound. But let's try the alternate /air/ sound. Read /b-air/. Does that fit?" |
| Reading "tear" as /t-air/ in eye context | Failing to check context clues for homographs. | Point to context: "Read Sentence 4. 'She wiped a single /t-air/ from her cheek.' Does that make sense? Try /t-eer/." |
| Reading "heard" as /h-eer-d/ | Incorrectly applying /ear/ instead of unaccented /er/ on 'heard'. | Clarify standard root vowel sound: "This is 'heard' /h-er-d/, like 'I heard the noise'. It represents the unaccented /er/." |
Support: Provide a "Sound Toggle card" with a picture of an ear (/ear/) and a gust of wind (/air/). If a student struggles, have them tap the card to physically change their oral sound value.
Extension: Challenge students with multi-syllabic academic vocabulary containing these alternate patterns (e.g., fearless, clearcut, undergarment).
During Section G (Exit Task), monitor if students are writing appropriate rhymes matching the targeted vowel-r pronunciation. Accurate sorting of fear (/ear/) vs wear (/air/) is a critical indicator of phonological flexibility.
Note if students show hesitation or self-correction during the homograph "tear" in Sentence 4.
Unit 9: Suffix Spelling Changes • Lesson 75 Page 2
| Word | Common Spelling (ai, ay, a-e) | Alternate Spelling (ei, ey, eigh, aigh, ea) | Write Vowel Team Used |
|---|
| 1. vein | YES | ei | |
| 2. claim | YES | ai (with silent e) | |
| 3. straight | _____ | ______ | |
| 4. delay | _____ | ______ | |
| 5. steak | _____ | ______ | |
| 6. weight | _____ | ______ | |
| 7. obey | _____ | ______ | |
| 8. sway | _____ | ______ |
E
Read each sentence aloud. Underline words with alternate long-a spellings, and circle words with common long-a spellings.
The neighbor said that they would obey the safety laws of the state.
Be careful not to break that glass as you walk straight down the path.
We watched the heavy weight scale and saw that it was exactly eight pounds.
They chose to eat a prime steak at a great restaurant in the valley.
F
The letter team ea typically represents the long /ē/ sound. However, in a few high-yield words, it represents the long /ā/ sound.
speak • bleak • clean • team
Example: The team will speak with the coach.
break • steak • great
Example: The steak was cooked with great care.
Explain: The letters "ea" are used in both speak and break. How does your reading flexibility help you read them correctly in sentences?
G
Write down the vowel team letters that represent the long /ā/ sound in each word:
1. vein
2. great
3. obey
Unit 9: Suffix Spelling Changes Page 2
Unit 9: Suffix Spelling Changes • Lesson 76 Page 1
E
Step 3: Directing the Code-Breaking Table (Section C & F)
Say: "Let's complete the table in Section C. Look at Word 2: obey. Underline the letters making the long /ā/ sound. Yes, the 'ey'. Write 'ey' in the box. Now let's try Word 4: break. Underline the vowel team: 'ea'. Write 'ea' in the box."
Say: "Now look at Section F. We see that 'ea' represents both sounds. Read speak and break aloud. If you are reading a sentence and 'ea' doesn't sound right, be a flexible reader and swap the sound from long /ē/ to long /ā/!"
F
Common long-a patterns (ai, ay) are review targets spiraled throughout Section A (Warm-Up Review), Section D (Vowel Team Matrix), and Section E (Sentence Reading). By comparing common representations alongside the alternate patterns side-by-side, students avoid phonetic isolation and build stronger contextual reading pathways.
G
| Likely Error | Phonics Cause | Teacher Correction / Action |
|---|---|---|
| Reading "break" as /brēk/ | Overapplying the standard long /ē/ sound of 'ea'. | Guide student to swap sound: "That's the standard sound. But let's try the alternate long /ā/ sound. Read /brāk/." |
| Reading "vein" as /vēn/ | Incorrectly pronouncing 'ei' as long /ē/ instead of /ā/. | Point to the anchor chart. "In the word 'vein', 'ei' says long /ā/. Read it again: /vān/." |
| Confusing eigh with r-controlled | Failing to isolate 'eigh' as a single vowel-sound unit. | Circle 'eigh' together on board: "These four letters make one single sound: long /ā/. Read /wāt/." |
Support: Provide small vowel-team reference cards for alternate patterns (ei, ey, eigh, aigh, ea) with key-word icons for students to keep on their desks during mixed reading.
Extension: Explore multi-syllabic academic vocabulary containing these alternate patterns (e.g., reinforce, neighborly, weightless, obeyance).
Assess the accuracy of the Exit Task (Section G). Monitor if students are correctly identifying and isolating the vowel-team spelling representations (the ei in vein, ea in great, and ey in obey).
Check for student-initiated self-correction when reading the homographic 'ea' in Section E.
Unit 9: Suffix Spelling Changes • Lesson 76 Page 2
Unit 9: Suffix Spelling Changes • Lesson 76 Answer Key
7. weight → sound: ____________________
2. slide + ing = ____________________
8. tear → sound(s): ____________________
3. slip + ing = ____________________
9. dollar → sound: ____________________
4. carry + ing = ____________________
10. break → sound: ____________________
5. safe + est = ____________________
11. bear → sound: ____________________
6. thin + er = ____________________
12. doctor → sound: ____________________
E
Read each sentence aloud. Underline words that had a spelling change, and circle words containing alternate vowel spellings.
The neighbor was much happier when he saw his heavy weight scale drop.
She was careful not to tear the fragile wrapping of the steak she bought.
The doctor recommended obeying the safety guidelines at the wettest pool area.
We were hoping to find a clearer path so the large brown bear would not see us.
F
Review the comparison of spelling modifications.
Doubling protects vowel sounds:
Without doubling, hopping (/ŏ/) becomes hoping (/ō/). The double-consonant 'pp' guards the short vowel.
Spelling-sound flexibility is required:
The spelling 'ea' can represent the long /ē/ sound in speak, or the long /ā/ sound in break. Context directs pronunciation.
G
Explain the step-by-step rule you must follow to add the suffix below:
1. flat → flattest
2. cute → cutest
3. study → studied
Unit 9: Suffix Spelling Changes • Review Lesson Page 2
F
The Unit 9 Review is explicitly structured to synthesize all preceding skills in a cohesive sequence: Lesson 71 (doubling), Lesson 72 (drop-e), Lesson 73 (y-to-i), Lesson 74 (alternate vowel-r), Lesson 75 (vowel ear contrast), and Lesson 76 (alternate long-a). Mixing these side-by-side in matrices and sentences prevents rote block-memorization, requiring students to make dynamic orthographic evaluations.
G
| Likely Error | Phonics Cause | Teacher Correction / Action |
|---|---|---|
| "makeing" or "cuteer" | Forgetting to drop silent e before vowel suffix. | Guide student to Section A. "Check silent-e pathway. Vowel suffix starts with 'i/e'. Drop the 'e' first." |
| "dryed" or "studyed" | Forgetting to shift consonant-y to i. | Point to ending. "Does it end in consonant + y? Yes. Suffix is not -ing, so shift y to i." |
| "sadest" or "flater" | Forgetting to double final consonant on 1-1-1. | Verify 1-1-1. "How many syllables? How many short vowels? How many final consonants? Yes, double it." |
Support: Allow students to use physical dry-erase checklist cards. Have them physically circle parts of base words before applying suffix modifications.
Extension: Challenge students to create their own multi-syllabic base-word combinations using academic root bases (e.g., regulatory, categorization).
Examine the written explanations in Section G. Verify if students can systematically justify suffix spelling decisions. Correct explanations should state the structural properties of base words (syllables, vowel length, ending letters).
Flag students who get fewer than 4 out of 6 correct on Section C classification matrix for targeted re-teaching.
Unit 9: Suffix Spelling Changes • Review Lesson Page 2
Unit 9: Suffix Spelling Changes • Review Lesson Answer Key
2. Why does the word obeying keep its "y", but obeyed changes to an "i"?
Unit 9: Suffix Spelling Changes • Diagnostic Checkpoint Page 2
4. play + ed = played (No Change) [ ] Pass [ ] Fail
5. sad + est = saddest (Double) [ ] Pass [ ] Fail
6. safe + er = safer (Drop) [ ] Pass [ ] Fail
7. carry + ed = carried (Shift) [ ] Pass [ ] Fail
8. fit + est = fittest (Double) [ ] Pass [ ] Fail
Part B: Alternate Vowel Sounds Score: ___ / 8
weight, doctor, break, wear, neighbor, dollar, clear, obey ___ / 8 correct
Part C: Sound Sorting Accuracy
bear → /air/ [ ] near → /ear/ [ ] great → /ā/ [ ] flavor → /er/ [ ]
Part E: Spelling Logic Justification
• hopping vs. hoping: [ ] Mastered [ ] Partial [ ] No mastery
• obeying vs. obeyed: [ ] Mastered [ ] Partial [ ] No mastery
Sentence 1: "The neighbor's doctor carried the heaviest weight." [ ] Fluent [ ] Hesitant [ ] Error
Checkpoints: neighbor's (long /ā/ ey), doctor (/er/ ending), carried (y-to-i), heaviest (y-to-i), weight (long /ā/ eigh).
Sentence 2: "We are hoping to clear the path before they arrived." [ ] Fluent [ ] Hesitant [ ] Error
Checkpoints: hoping (drop-e vs doubling), clear (/ear/ sound), they (long /ā/ ey), arrived (drop-e).
Sentence 3: "Do not tear that paper near the burning motor." [ ] Fluent [ ] Hesitant [ ] Error
Checkpoints: tear (/air/ sound rip), near (/ear/ sound), motor (/er/ ending).
Sentence 4: "He grinned and had a steak on a beautiful sunny day." [ ] Fluent [ ] Hesitant [ ] Error
Checkpoints: grinned (consonant doubling), steak (alternate long /ā/ ea), sunny (consonant doubling).
Next Step Remediation Protocol
A/C/E Fail: Suffix Rules
Review Lesson 71 and 72. Re-teach the Decision Tree on board. Work with letter cards.
B/D Fail: Alternate Sounds
Use Sound Toggle cards. Contrast bear/dear and speak/break with auditory oral drills.
G Fail: Rule Justification
Have student read their words aloud and explain "why" they doubled or dropped elements.
Unit 9: Suffix Spelling Changes • Summative Diagnostic Page 2
