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Children should be taught to think in terms of base words and suffixes whenever appropriate. Suffixes are easily learned and many base words will already be familiar from Phases Two to Five.
1. If a base word ends in an e which is part of a split digraph, drop the e if the suffix begins with a vowel (e.g. hope – hoping; like – liked: the e before the d is part of the suffix, not part of the base word). Keep the e if the suffix begins with a consonant (e.g. hope – hopeful; safe – safely).
2. If a base word ends in y preceded by a consonant, change the y to i before all suffixes except those beginning with i (e.g. happy – happiness, happier; baby – babies; carry – carried). Keep the y if the suffix begins with i, not permissible in English (e.g. baby – babyish; carry – carrying), as ii is not permissible in English except in taxiing and skiing.
3. If a base word ends in a single consonant letter preceded by a single vowel letter and the suffix begins with a vowel, double the consonant letter. Another way of stating this guideline is that there need to be two consonant letters between a ‘short’ vowel (vowel sounds learned in Phase Two) and a suffix beginning with a vowel (e.g. hop – hopped, hopping; red – redder, reddest; run – running, runner).In all other cases, the suffix can simply be added without any change being made to the spelling of the base word. This means that for words in 1 and 3 above, the spelling of the base word does not change if a suffix beginning with a consonant is added (e.g. lame + ness = lameness; glad + ly = gladly). Similarly, no change occurs if the base word ends in any way other than those mentioned in 1, 2 and 3 above.
Revisit: /sh/ ch, ti, ci, ssi; /sh/ ch, ti, ci, ssi; /th voiced/, /th unvoiced/; /ng/ n(k)
Teach: Parts of speech are words that do different jobs in a sentence.
Apply: Read/write the sentence then identify the parts of speech: Fast girls run quickly.
Revisit: /ai/ ay, a-e, a, ey, ea, eigh aigh; /ee/ y, ey, ea, e-e, ie, e
Teach: Nouns name people, places or things
Apply: Read/write the sentence then identify the nouns: The boy ran home.
Revisit:/igh/ ie, i-e, y, i, /oa/ oe, o-e, o, ow, ou
Teach: Verbs name an action. Every sentence must have one.
Apply: Read/write the sentence then identify the verbs: Children play in the park.
Revisit: /oo/ ue, ew, u-e, ou; /yoo/ ue, ew, u-e, u
Teach: Adverbs describe or change verbs
Apply: Read/write the sentence then identify the adverbs: The children played noisily.
Revisit: /oi/ oy; /ow/ ou; /e/ e, ea; /i/ y
Teach: Adjectives describe nouns
Apply: Read/write the sentence then identify the adverbs: The clever girl ran home.
Revisit: /o/ a; /u/ o-e, ou; /oo/ u; /ar/ a, al;
Teach: Root words can help us with the meaning of words
Apply: Read/write the sentence then identify the roots: This car would benefit from having an automatic transmission.
Revisit: /or/ aw, au, ore, oar, oor, al, a, our, augh
Teach: Add -s or -es to a noun to mean there is more than one of something. Sometimes the noun changes (mouse-mice) or stays the same (fish-fish)
Apply: Read/write the sentence and identify the plurals: The drivers got very hot as they raced their cars around the track.
Revisit: /ur/ ir, er, or, ear, ere; /air/ are, ear, ere; /ear/ eer, ere
Teach: When adding -s or -es leave the final letter of the base word in place
Add -s or -es to nouns to make plurals: chimney, donkey, goal, bunch
Apply: Read/write the sentence and identify the plural: The boy joined the group of excited boys playing in the park.
Revisit: /f/ f, ff, ph; /h/ h, wh; /j/ j, g, dge, ge
Teach: When adding -s or -es sometimes the noun changes (mouse-mice) or stays the same (fish-fish)
Add -s or -es leave the final letter of the base word: bunny, curry, puppy, hoof, knife
Apply: Read/write the sentence and identify the plural: The curious puppy joined the group of lively puppies in the garden.
Revisit: /k/ k, c, ck, ch; /l/ l, ll, le, el, al, il;
Teach: The present tense of verbs talk about things happening now.
Apply: Rewrite the sentence in the present tense: Ben will play with Amy tomorrow. e.g. Ben plays with Amy today.
Revisit: /m/ m, mm, mb, mn; /n/ n, nn, gn, kn
Teach: When adding -s or -es leave the base word when there is a long vowel before the final consonant
Add -s or -es to verbs to make present tense: join, play, print, crash, fizz
Apply: Rewrite the sentence in the present tense: Ben will meet Amy in the park tomorrow. e.g. Ben meets Amy in the park today.
Revisit: /r/ r, rr, wr; /s/ s, ss, c, se, ce, st, sc
Teach: When adding -s or -es to words that end in y - change the final y to an i: Add -s or -es to verbs to make present tense: cry, dry, worry
Apply: Read/write the sentences and identify the present tense verbs: A sudden crash startled the quiet night. Thunder crashes, echoing through the stormy darkness.
Revisit: /v/ v, ve; /w/ w, wh; /z/ z, zz, se, ze
Teach: The past tense of verbs talk about things happening now.
Apply: Rewrite the sentence in the past tense: Ben plays with Amy today. e.g. Ben played with Amy yesterday.
Revisit: /ch/ ch, tch, t(ure); /sh/ sh, ch, ti, ci, ssi
Teach: When adding -ed leave the base word when there is a long vowel before the final consonant
Add -ed to verbs to make past tense: bang, boil, cook, destroy
Apply: Read/write the sentences and identify the past tense verbs: I asked Dad if he could cook pancakes for breakfast.
Dad cooked pancakes, and the delicious smell filled the air.
Revisit: /ng/ ng, n(k); /zh/ su, si
Teach: When adding -ed to words that end with e drop the final e (suffix starts with a vowel)
Add -ed to verbs to make past tense: decide, hope, share
Apply: Read/write the sentences and identify the past tense verbs: With hope, Annie planted a tiny seed.
Every day, she watered it and hoped it would grow.
Revisit: /ai/ ay, a-e, a, ey, ea, eigh aigh; /ee/ y, ey, ea, e-e, ie, e
Teach: Double the final letter when adding -ed to these words
Add -ed to verbs to make past tense: jog, chat,
Apply: Read/write the sentences and identify the past tense verbs: I chat with my friends in class. We chatted about which songs we liked.
Revisit: /igh/ ie, i-e, y, i, /oa/ oe, o-e, o, ow, ou
Teach: When adding -ed to words that end in y - change the final y to an i
Add -ed to verbs to make past tense: fry, deny, pity
Apply: Read/write the sentences and identify the past tense verbs: I chat with my friends in class. We chatted about which songs we liked.
Revisit: /oo/ ue, ew, u-e, ou; /yoo/ ue, ew, u-e, u
Teach: The present tense of verbs talk about things happening now.
Apply: Rewrite the sentence in the present tense: Ben played with Amy yesterday. e.g. Ben is playing with Amy right now.
Revisit: /oi/ oy; /ow/ ou; /e/ e, ea; /i/ y
Teach: When adding -ing leave the base word when there is a long vowel before the final consonant
Add -ing to verbs to make present tense: bang, boil, cook, destroy
Apply: Read/write the sentences and identify the past tense verbs: I asked Dad if he could cook pancakes for breakfast.
Dad cooked pancakes, and the delicious smell filled the air.
Revisit:/o/ a; /u/ o-e, ou; /oo/ u; /ar/ a, al;
Teach: Drop the final e when adding -ing to these words.
Add -ing to verbs to make present tense:
time, smile, rule
Apply: Read/write the sentences then identify the present tense verbs: Her smile brightened the cloudy day. Smiling, she made friends with a butterfly.
Revisit: /or/ aw, au, ore, oar, oor, al, a, our, augh
Teach: Double the final letter when adding -ing to words that end in a single consonant
Add -ing to verbs to make present tense: drop, skip, plot, nag
Apply: Read/write the sentences and identify the present tense verbs: The drop of rain danced on the windowpane.
Dropping down the window, it joined a playful puddle.
Revisit: /ur/ ir, er, or, ear, ere; /air/ are, ear, ere; /ear/ eer, ere
Teach: If the suffix starts with an i leave the final y in the base word
Add -ing to verbs to make present tense: defy, study, supply
Apply: Read/write the sentences and identify the present tense verbs: Pam had to study for the spelling bee.
Studying hard, she learned new words every day.
Letters and Sounds 00281-2007BKT-EN © Crown copyright 2007 - revisions and updates © Smart Kids - All Rights Reserved. Teaching website: growthecode.org
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