...in the previous post I discussed some ways to utilise literature, such as big books, to explicitly guide a structured word inquiry. This particular big book, This is the Bear and the Scary Night , uses a wide range of expressive verbs, highlighting the (-ed) suffix to indicate the past tense. What an excellent way to guide a structured word inquiry into: -->the function of the suffix (-ed); -->the phonemes that represent the suffix (-ed); -->the suffixing pattern for the final, single, silent (e); and glow + ed --> glow ed Why doesn't the final <w> double? --> an investigation into some significant vowel phonemes to represent the long /o/ phoneme. float + ed --> float ed Why are there no changes to the base? hope/ + ed --> hop(e) ed Why is the final, single, silent (e) removed? swoop + ed --> swoop ed How does the etymology of this word help us understand the grapheme (oo)? Use authentic writing experiences to model essential concepts and u
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