1.2.B.v

ELA1st Gradedemonstrate and apply phonetic knowledge by:

The Standard

decoding words with inflectional endings, including -ed, -s, and -es

Texas Essential Knowledge and Skills for English Language Arts and Reading · The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

Teacher's field guide

What This Standard Means

What Students Need to Do

Students read a base word with -s, -es, or -ed added. They blend the whole word and use the ending to recognize number or past action.

What Mastery Looks Like

A student reads words such as cats, wishes, jumped, and played without dropping or overpronouncing the ending. The student can separate the base word from its ending.

Common Misconceptions

Students may drop the ending and read “jumps” as “jump.” They may read every -ed ending as an extra syllable or confuse when to use -s and -es.

How to Assess It

Exit ticket: Have each student read “cats, wishes, jumped, played” and underline the base word in each. Record whether each ending is read accurately.

Lesson moves

Ways to Teach It

  1. Give students word cards and ending tiles to build jump, jumps, jumped, box, and boxes, then read each word aloud.

  2. Ask, “What changes when we add -s, -es, or -ed?” Students write one example and explain the change.

  3. Play Ending Sort: Students draw a word card, read it, then place it under -s, -es, or -ed.

  4. Find words with endings in a classroom notice or lunch menu, circle them, and read each word in its sentence.

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