3 Sounds of -ed Word Sort – /t/, /d/, /ɪd/ Past Tense Reading and Spelling Cards

• 112 illustrated word cards sorted across all three -ed pronunciations
• Three memorable sound anchors — Dripping Faucet /ɪd/, Drum /d/, Tick Tock /t/
• Targets 3 great spelling rules — doubling, drop e, and change y to i
• Voicing is taught, not assumed — students learn why the base word’s final sound decides which -ed they say
• Built-in data collection — pre/post sort probes and a progress path from isolation to words to sentences to spontaneous speech
• Minimal pair practice — hopped vs. hoped, so students hear why the spelling rule matters
• Aligned with structured literacy and appropriate for Tier 1, 2, or 3
• Written by two SLPs and illustrated with inclusive, relatable artwork

112 illustrated word cards, organized by sound and rule:

/ɪd/ — “Dripping Faucet” (32 cards)

• 18 no spelling change — acted, needed, planted, wanted
• 5 doubling rule — chatted, nodded, spotted
• 9 drop e — faded, graded, voted

/d/ — “Drum” (40 cards)

• 30 no spelling change — called, played, jogged, smiled
• 7 change y to i — carried, studied, married
• 3 ends in y, no change — delayed, enjoyed, stayed

/t/ — “Tick Tock” (40 cards)

• 28 no spelling change — jumped, walked, watched
• 9 doubling rule — clapped, stopped, skipped
• 3 drop e — baked, hoped, liked

Plus:

• 3 sound anchor cards (Dripping Faucet, Drum, Tick Tock)
• 3 matching rule cards stating each generalization
• Reference insert with the spelling rules, listening, speaking, reading and spelling activities, data collection guidance, and the research base

Words are stored in memory through orthographic mapping — the process that links sound, letters, and meaning. The suffix -ed is one of the clearest examples in English: it carries past tense meaning while changing its pronunciation based on the final sound of the base word. That makes it a perfect bridge between the speech work you already do and the literacy work your students need.

This deck lets you:

• Know which problem you’re looking at. A student who writes jumpt has a spelling problem. A student who says /jʌmpɪd/ has a pronunciation problem. This deck gives you a clear view of both.
• Teach voicing explicitly, using the same voiced and voiceless contrasts you already teach in articulation.
• Build morphological awareness, which research links to gains in spelling, vocabulary, and reading comprehension.
• Generalize to untaught words, because students learn a rule rather than 112 memorized items.
• Take real data, with sort tasks that work as pre- and post-probes.

If you already do error analysis on an articulation test, you already have the skills to teach this. The deck gives you the structure.

Speech-language pathologists bridging speech and literacy

Classroom teachers and reading specialists

Structured literacy and dyslexia intervention

Small group instruction, RTI, and literacy centers

Home educators and caregivers