You will learn
- Read words with -s, -es, -ed and -ing.
- Add endings to base words.
- Know how endings change meaning.
- Apply simple spelling changes.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- An inflectional ending changes how a word is used.
- -s and -es make plurals or verbs for one.
- -ed shows the past.
- -ing shows something happening now.
Words to know
letters added to the end of a word
a word before an ending is added
something that already happened
more than one
1. Discover: Jumping and jumped
Ayo jumps over a puddle. Yesterday he jumped over a bigger puddle. Now he is jumping again! He has two dogs and a box of toys. Ama watches him hop, then hopped, then hopping. “You make wishes as you jump,” she laughs.
Think: What endings do you see on jump?
2. Understand: Endings
Idea 1: -s and -es
Add -s to make more than one (dogs) or for one doer (he jumps). Add -es after s, x, z, ch and sh (boxes, wishes).
Idea 2: -ed for the past
Add -ed for the past: jumped, walked. The ending can sound like /d/, /t/ or /ed/.
Idea 3: -ing and spelling changes
Add -ing for now: jumping. For short words like hop, double the last letter: hopping, hopped. For words ending in e, drop the e: make, making.
3. Worked examples
Example 1 (I show you): Add -s
Add -s to dog.
- More than one.
Answer: dogs
Example 2 (We do it together): Add -ed
Add -ed to walk.
- Past.
Answer: walked
Example 3 (You try): Drop e
Add -ing to make.
Show the steps and answer
- Drop the e.
Answer: making
Did you know?
The ending -ed can sound three different ways: /t/, /d/ and /ed/.
Why this matters
Endings help you read and write when things happen and how many there are.
4. Explore: Ending maker
Add endings to base words.
- Pick a base word.
- Add -s, -ed and -ing.
- Check spelling changes.
- Use each in a sentence.
Think about it: what did you notice?
You can add endings.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The base word of jumping is ___.
- Add -ed to walk and get ___.
- Add -es to box and get ___.
- Add -ing to make and get ___.
Guided practice
Question 1. Add -s to cat.
cats
Question 2. Add -ed to jump.
jumped
Question 3. Add -ing to hop.
hopping
Independent practice
Level 1: Start
- A base word has no ___.
- -ed shows the ___.
- -s can make a ___.
- For box we add ___.
- For make we drop the ___ before -ing.
Level 2: Grow
- Add -ed to look.
- Add -es to wish.
- Add -ing to run.
Level 3: Stretch
- Why double the p in hopping?
- Why drop e in making?
- Write a sentence with -ing.
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Add endings to five base words and write them.
Show a sample answer
jump, jumps, jumped, jumping
Another one. Write a sentence using three words with endings.
Show a sample answer
The dogs jumped over the boxes.
7. Common mistakes
Fix: Hopped doubles the p.
Fix: Drop the e: making.
8. Lesson summary and revision card
- I can read words with endings.
- I can add endings.
- I can say how endings change meaning.
- I can use spelling changes.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- -s, -es, -ed and -ing change words.
- -ed shows the past.
- -ing shows now.
- Some words double or drop letters.
11. Next lesson
Next lesson: Common irregular words. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What does -ed show? [1 mark]
- Add -es to box and wish. [2 marks]
- Add -ing to make and hop. [2 marks]
- What is a base word? [1 mark]
- Explain how to add -ing to a word ending in e. [3 marks]
Total: 9 marks.
Marking guide and model answers
- the past [1]
- boxes [1]; wishes [1]
- making [1]; hopping [1]
- a word before an ending is added [1]
- find the base word [1]; drop the e [1]; add -ing [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- -ed shows the ___.
- -s can make a ___.
- Add -es to box.
- Add -ed to walk.
- Add -ing to jump.
- Add -ing to make.
- Add -ing to hop.
- True or false: -ing shows now.
- True or false: hop + ed = hoped.
- Use jumping in a sentence.
Homework
Add endings to five words at home.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. -ed shows the ___. | past | 1 |
| 2. -s can make a ___. | plural | 1 |
| 3. Add -es to box. | boxes | 1 |
| 4. Add -ed to walk. | walked | 1 |
| 5. Add -ing to jump. | jumping | 1 |
| 6. Add -ing to make. | making | 1 |
| 7. Add -ing to hop. | hopping | 1 |
| 8. True or false: -ing shows now. | true | 1 |
| 9. True or false: hop + ed = hoped. | false | 1 |
| 10. Use jumping in a sentence. | I am jumping. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 ending; 2 past; 3 plural; 4 -es; 5 e. Level 2: 1 looked; 2 wishes; 3 running. Level 3: 1 to keep the vowel short; 2 the ending starts with a vowel; 3 I am playing..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Read words with -s, -es, -ed and -ing | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Add endings to base words | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Know how endings change meaning | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Apply simple spelling changes | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Writing hoped for hopped. Hopped doubles the p.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use base word and ending cards.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child adds endings to words. You do not need to be an expert to help.
- Play with word endings.
- Praise careful spelling.
- Read together.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: read words with -s, -es, -ed and -ing; add endings to base words; know how endings change meaning; apply simple spelling changes.
Prerequisite knowledge. Syllable division.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Review base words.
Explanation (10 min). Teach endings.
Guided activity (10 min). Practise adding endings.
Independent activity (10 min). Check spelling.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the base word? Which ending?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use ending cards. Extension. Add endings to longer words.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Writing hoped for hopped. Hopped doubles the p.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use base word and ending cards. Enrichment. Find words with y changing to ied. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 2 » Reading: Foundational Skills. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RF.2.3d (decode words with common prefixes and suffixes) and L.2.2; Cambridge Primary English Stage 2 (phonics and spelling). These sources informed the lesson.