Understanding Word Structure
Spelling Patterns
Students engage in an inductive process to learn the spelling pattern for
doubling the endings of verbs. The teacher explains that this pattern has
posed a challenge for students in their everyday writing. Students examine
the features of words that double the final consonant when --ed is added.
To do so, they apply their knowledge of linguistic terms such as base and
root words, short vowels and consonant blends. They jointly agree on a rule
that describes this pattern, then examine their own writing in their Writers'
Notebooks to check for correct application of the pattern.
What prior knowledge and experiences were in place in order for this lesson
to be successful?
