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EnglishPhonics & Word ReadingAges 5–12

Reading Inflectional Endings

Read words containing taught GPCs with common inflectional endings (-s, -es, -ing, -ed, -er, -est) and the prefix un-; read multi-syllable words with taught patterns

Lesson

Set out your lesson

Read endings and prefixes while recognising the base word.

Before teaching

Activity

Follow this model in an accessible mode before attempting independent work. Graph ordering is not learner mastery; revisit prerequisites if the guided task still needs full modeling.

Policy

Check readiness rather than assuming source graph order establishes attainment.

Printer, credit, and teaching notes

Use reading cards; adult does not pronounce target words before the first attempt. Open Show (S), then Guided (G), then Try (T). Hide earlier work and keys before Try. Use only the supplied stage material; do not invent additional cards. Pause or split the session if needed.

Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.

Next: Show

Adult extras
What this lesson covers and its limits

These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.

  • partial: Read words containing taught GPCs with common inflectional endings (-s, -es, -ing, -ed, -er, -est) and the prefix un-; read multi-syllable words with taught patterns

    Fresh sample decoding, not complete multisyllable fluency or spelling transfer.

  • partial: Read suffixed words fluently (e.g. 'jumping', 'wanted', 'faster')

    Fresh sample decoding, not complete multisyllable fluency or spelling transfer.

  • partial: Identify the root word when a suffix is added

    Fresh sample decoding, not complete multisyllable fluency or spelling transfer.

  • partial: Read words with prefix un- (e.g. 'unhappy', 'undo')

    Fresh sample decoding, not complete multisyllable fluency or spelling transfer.

  • partial: When {{name}} sees familiar words with different endings — like 'jumped', 'running', 'biggest', or 'unhappy' — can they spot the root word and read the whole thing correctly?

    Fresh sample decoding, not complete multisyllable fluency or spelling transfer.

  • Fresh sample decoding, not complete multisyllable fluency or spelling transfer.

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Teaching approaches

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1 approach

Selected Default Gakuva

Read endings and prefixes while recognising the base word.

Read endings and prefixes while recognising the base word.

Family records and proof options

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Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.

View learner plans ($12/mo per learner) See sample family archive

Learning resources

Extra practice links — they do not replace Gakuva’s teaching approach.

UF Literacy Institute · Practice link — not the full lesson

UFLI Foundations

Open practice (new tab)
Before you open · source notes

Free UFLI Foundations overview useful for inflectional endings practice with adult-chosen lessons. Not a single interactive quiz.

Free literacy overview, no sign-in. An adult picks one lesson path.

Before you open

Ask the learner to read a base word and one inflectional ending form from an adult-chosen lesson.

Opening this link does not save learning or assess mastery.

Source, access and review notes

Public UF Literacy Institute page. An anonymous GET on 2026-11-12 returned HTTP 200 with no login or payment prompt for this page. Opening the link does not save practice or assess mastery. An adult must choose an appropriate lesson or activity for the learner.

UF Literacy Institute. “UFLI Foundations.” External page; Gakuva does not copy, host, embed, or redistribute materials.

Unknown — link only

Check understanding

  • Read suffixed words fluently (e.g. 'jumping', 'wanted', 'faster')
  • Identify the root word when a suffix is added
  • Read words with prefix un- (e.g. 'unhappy', 'undo')
“When your child sees familiar words with different endings — like 'jumped', 'running', 'biggest', or 'unhappy' — can they spot the root word and read the whole thing correctly?”

Curriculum record

Type
Procedural
Subject
English
Domain
Phonics & Word Reading
Age range
Ages 5–12

Standards

acara-v9:AC9E1LY15ccss-ela:RF.1.3.fthe-ontario-curriculum-language-2023:ON-LANG-2023-G1-B2.6the-ontario-curriculum-language-2023:ON-LANG-2023-G2-B2.3the-ontario-curriculum-language-2023:ON-LANG-2023-G3-B2.3the-ontario-curriculum-language-2023:ON-LANG-2023-G4-B2.1the-ontario-curriculum-language-2023:ON-LANG-2023-G5-B2.1the-ontario-curriculum-language-2023:ON-LANG-2023-G6-B2.1uk-nc-2013:Eng/KS1/Y2/WR/4uk-nc-2013:Eng_Y1_RWR_05uk-nc-2013:Eng_Y1_RWR_06