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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.
Letters and Sounds 00281-2007BKT-EN © Crown copyright 2007 - revisions and updates © Smart Kids - All Rights Reserved. Teaching site: growthecode.org
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