Lesson 9: Going to Town

On the page, "Life in the Big Woods vs. Life Today," your child can record one thing that he learned about how life in the woods was different than his own life today.

Discuss that spelling words correctly is easier when we know some important spelling rules. Ask your child why a writer would add -ing or -ed to a word. Review that -ing indicates that the action word (verb) is happening at the moment, and -ed indicates that the action word (verb) happened in the past. Tell your child that for many verbs, he can just add the -ed or -ing to the word (example: talk —> talked, talk —> talking). Now explain that there are special cases where adding -ed or -ing causes the verb's spelling to change.

NOTE: Use index cards to demonstrate these examples to your child. Write "ed" on the far left margin of one card and "ing" on the far left margin of another. Write each base verb in the center of its own card.

Share these rules for adding -ed and -ing to a verb:

Verbs that end in "e"
Rule: Remove the final "e" and then add "ed" or "ing"
Write "hope" on an index card. Move the "ed" card over "hope" so that the final "e" is covered and the resulting word spells "hoped." Do the same with the "ing" card.

Write each of the following words on an index card and ask your child to use the cards to show you how to add "ed" and "ing":

One-syllable verbs
Rule: If the verb ends with a consonant, a vowel, and then a consonant (CVC), double the last consonant and then add -ed or -ing

Write "hop" on an index card. Point out that even though the word has only 3 letters, the letters have the pattern consonant-vowel-consonant, so it will follow this rule. As an illustration, don't add the extra "p" yet; instead, move the "ed" card over and ask your child to read the resulting word ("hoped"). Point out that we have to add the extra consonant so it's clear how to correctly pronounce the word. Write the extra "p" on the index card and then move the "ed" card back over. Do the same with the "ing" card.

Write each of the following words on an index card and ask your child to use the cards to show you how to add "ed" and "ing":

Two-syllable words
Rule: If the stress is on the last syllable, double the final consonant and then add -ed or -ing (If the stress is on the first syllable, there is no spelling change.)

If your child needs a review of syllables, demonstrate using claps while saying a word aloud (1 clap = 1 syllable). Demonstrate stress by explaining that the stressed syllable is the one said in a louder or stronger voice. Give a few examples if needed. Now write "visit" on an index card. Ask your child which syllable is stressed. Slide the "ed" card over and show him that since the first syllable is stressed, there is no spelling change.

Now write "refer" on a card and ask which syllable is stressed. Point out that since the stress is on the second syllable, you need to add another "r." Add the extra "r" and then slide the "ed" card over. Repeat with the "ing" card.

Write each of the following words on an index card and ask your child to use the cards to show you how to add "ed" and "ing":

Continue to review and practice these spelling rules over the next few days. Choose an option for your child to complete.

For this option, your child will add -ed and -ing to each verb on the "Adding -ed and -ing" (Option 1) sheet.

For this option, your child will think of an example that fits with each rule listed on the top of the "Adding -ed and -ing" (Option 2) page. Then at the bottom of the page, he can fill in the chart. Please note that this lesson does not include all spelling rules that apply to -ed/-ing endings, that there are exceptions to the rules, and that some verbs are irregular in the past tense (and don't end in "ed"). It is possible that your child will come up with a word that fits one of these situations. If so, explain to him why the word he chose is an exception. Refer to the answer key for Option 1 for the answers to the 4 verbs at the bottom of the page.

Ask your child to describe some of the differences between Laura and Mary. Ask him if he is more similar to Mary or Laura and why. Let him describe how Laura feels about Mary and if he has ever felt this way about anyone. Let your child draw a picture of each sister on the "Mary and Laura" page, and then make a list of five adjectives to describe Laura and five adjectives to describe Mary. Remind your child that an adjective is a word that describes a noun. Ask your child to give three examples of adjectives before he begins.

Ask your child to act out what each sister would do in the following situations: