To investigate suffixes: -y suffix

Key Stage 2

English spelling

Suffixes: -y

English

The Man on the Moon - Narrative Writing

﻿Hello my name is Ms. Morgan, and I'm going to be teaching you for your spelling lesson today. Today, we're going to be learning about the suffix y. We're going to be investigating some rules to deal with it. Before we start, I want to tell you something that I found out this weekend. You may remember that I am from Wales originally. I have my Syn the dragon who came and helped us with some learning before. Something I found out was how many Welsh words actually have come in to be English words. And the word that I learned about this week is the word penguin, penguin. And it comes from the two Welsh words pen, which means head and then guin, which means white. So we literally translate it as white head. I love learning about new words. It really, really is so interesting. Is there anything you know, maybe in another language that you know is a bit similar to another language? Let's get started. In today's lesson, we're going to look at some key vocabulary. We're going to investigate and generate some more rules for our spellings. And then, I'm going to set 10 spelling words for you to learn and practise. So, as before there's three important things you need, something to write on, something to write with, a pencil or a pen and finally your brain. Have you got it switched on? You might want to find a quiet place to work. Pause the video and go and collect these things now. Today, I want to start with the big picture in spelling. We're going to use something that we call a mind map. This is to help you remember some of the things that we have been learning about when we've been learning the spelling patterns for adding suffixes. When we've been fixing words, fixing strings of letters to the end of words. So here is the mind map for suffixes. One of the usual rules we do is we just add a suffix. That could be adding ed, or could be adding y or s or es. Another rule that we have to remember is we need to look at the short vowel sounds. Can they give us a clue on how the spelling of the word might be changed? The third rule is if we have a y at the end, we nearly always try to tend to change it into an i. And the fourth rule is if we have an e at the end, we tend to remove that and just add the suffix. Keep this in mind and we will look at it as we go through the different spelling patterns we'll investigate today. Okay, our key vocabulary for today? There are four key words. Remember my turn, your turn. Suffix, I can't hear you, Suffix. Root word, root word. Adjective, noun brilliant. Can you wave at me, like this, if you know the meanings of some of these words already, I bet you do. We've looked at them in some of our previous learning. A suffix is a group of letters at the end of the word that changes its meaning Can you see the word fix in suffix? So fix is to the end of the word. A root word is the most basic version of a word, has no prefixes and no suffixes. This is a new terminology for you. Sorry, new word for you. Adjective, this is a word that describes a noun. And a noun it's say, a PPT, a person place or thing. Should I say that again? A PPT, a person place or a thing, brilliant. Can you think of what the key words are for today? Suffix, well done. Shout the next one out. Root word, that's our new word, that's a tricky one to remember. Adjective, brilliant, and finally a PPT is a noun, well done. We've looked at this before. We have short vowels and we have long vowels. You might see my hand up there to give you a clue about what we're going to do now. The short vowels are a e I o u or the sounds they make. We do it on our hands, a e i o u these are our vowels, brilliant. And now, long vowel sounds are those you can hear that they are long, i_e, oa, ai, ear, and that's a hard one at the bottom ear. Can we read those again with me? Can you get your finger and point to the screen? I_e, Oa, ai, ear. We're going to read some words, that have some short vowels sounds and some long vowel sounds. This word says mess, M-E-S-S, mess, e is a short vowel. Can you point to the short vowel here? The word is stink, S-T-I-N-K, the short vowel is i, well done. This word says smoke, can you point to the long vowel sound? S-M, oh, I have to try that again. Sometimes it's hard to do things like that. S-M-O-K-E, smoke, o is a long vowel sound. The next word says rain, can you point to the long vowel sound? R-A-I-N, rain, ai is the long vowel sound, well done. Here it says consonants. There's something quite particular about these consonants. Can you pause the video and see how many you know how to pronounce? How many can you read saying the letter sounds the letter phonemes? Pause the video, off you go. How did you get on? I bet you knew lots of them. Did you spot something strange about them? Should we read together starting from the rr sound at the top? Read with me, rr, tt, s, ll, l, pp, ff, n, p, t s, nn, did you spot that we've got lots of double consonants together but we're only making one sound? That's because they're friends. So we wouldn't say P-P, we're just saying P. We wouldn't say, S-S, we just say S, well done. I've got three words written here, smoke, wind slip. What happens to these words when I add y to them? Smoke becomes smoky. Wind becomes windy. Slip becomes slippy. What sorts of words type have they changed into? Let's have a look again. Rain becomes rainy when we add y to it. Rain is a noun, it's a person, place or thing. It's a thing, rain is a thing. Rainy is an adjective, it describes the noun. Rain is the root word. Hasn't got any prefixes or any suffixes. Root word, can you say it? Root word. And rainy has the y, y is the suffix. Can you see the action for y? We've got it dirt, I'm dirty. Which is the noun here? Can you point to it with your finger? That's right, dirt is a noun. It's a PPT, a person place or thing. Dirty is an adjective it's describing a noun. We know that it's an adjective because it describes the noun. Which is the root word here? That's right, dirt is the root word, It doesn't have any prefixes or any suffixes. And y is the suffix, well done. Now, we're going to investigate and generate some rules about adding the suffix y. This is the first pattern of the spelling rules. See if you can spot it. Wind, thirst, greed. What happens if we add y to these words? What do they become? Say them out loud now. I can't hear you. Wind becomes windy. Thirst becomes thirsty. Greed becomes greedy, well done. We've added y to these words and they've become adjectives. Can you see here? Wind becomes windy, thirst becomes thirsty and greed becomes greedy. We've added y to the nouns and they've turned into adjectives. Now you have a go. We've got three nouns here, I want you to add y to them. You can either write them down or you can say them aloud, the spellings. Pause the video and do it now. Let's see how you got on. Dust becomes dusty. Smell becomes smelly. Water becomes watery. What's the rule here? What's the rule when we add y to these nouns? Can you whisper it to your soft toy or whisper it to your pencil. Let's do that now. The rule is if we add y suffix to the noun, we form the adjective. So where does our was spelling pattern fit into our suffixes mind map? We're just using the usual rule, just add the suffix. We just add the suffix y to the root word. Now, we're going to look at the second pattern. Use the word fun and chat. What happens to the spelling of these words when we add a y? Can you match them to the correct word below? Fun becomes funny , well done. Chat becomes chatty, well done. Ooh, there's something strange going on here. Can you see what's happened? Fun, we have doubled the consonant. We've doubled the n when we turned it into an adjective. And in chat, we've doubled the consonant. We've doubled the consonant t when we've turned it into an adjective. I wonder why we've done that. Can you spot the short vowel sound that I've highlighted in fun? F-U-N, u, there's a short vowel there. And in chat, CH-A-T, a, there's another short vowel. So if we have a short vowel sound, we know we need to double the consonant when we add y. So that's our second rule, our second spelling pattern. We double the final consonant and then we add y. But make sure you look out for those short vowel sounds Now, you have a go. Figure out the spelling pattern. Here's the word nut, as in a nut you might eat. The sun, the sun in the sky and run, as in I'm going to go for a run. Can you add y to these words. Write them down, pause the video. How did you get on? Nut becomes nutty. Sun becomes sunny and run becomes runny. Did you remember to double the final consonant? You did, well done. Back to our mind map for suffixes again. So, why does the spelling pattern number two fit in here? What happened to the words when we added y? That's right, if they had a short vowel before them, then we double the consonant and just added y. We're now going to look at spelling pattern number three. I've got three more nouns here. Grease, as in the grease on a bike or grease from a car Bone, as in the bones in our body. And haze, and haze can be used to describe when the sky is often full of pollution or `smoke. Can you add y to these nouns to turn them into adjectives? Grease becomes greasy, we've added the suffix y. The next one can you do with me? Bone becomes bony, well done. And finally, can you whisper this one? Haze becomes hazy, well done. Have you spotted something? Has something changed? We have seen this before. Which letter has changed? Let's have a look at the next examples and see if you can spot it. Here are three more nouns, noise, smoke shine. Can you please add y to these words? I've highlighted the e for a reason. See if you can work out why. Pause the video, write them down or say them out aloud. How did you get on? You spotted them, noise becomes noisy, we get rid of the e, excellent. Smoke becomes smoky, we get rid of the e and we add the y. And finally, shine becomes shiny, we get rid of the e and we add the suffix y. What's the rule? Can you pause the video and see if you can say it in a full sentence? This is the rule I wrote, we just remove the e and we add the y. And let's return to our mind map for suffixes. Which rule have we used here? That's right, we've removed the e and we've just added the suffix. Try and keep a picture of this mind map in your head to help you think. So what spelling rules have we learned today? Number one, we just add y, the suffix y. We just add the suffix. We can see that when we look in our mind map, we just add the suffix. Number two, we can remove the e and then we add the y. We can see that again through the one that I've circled down the bottom. And the third rule, we double the consonant if we can hear a short vowel, as in fun to funny, and then we add the suffix y. Let's see if you can apply these rules now. Going to the word itch. Can you turn it into the adjective itchy? You'll just add y. Going to the word juice, we'll turn it into? Juicy. Which rule would we use? Pause the video to have think now, and point to the screen. Which rule do you think we would use? for spelling the word juicy? Well done if you worked out that we need to remove the e and add the y. The next word is fat, can you turn it into the word fatty? Pause the video, point to the rule that you think it is. Fat becomes fatty, we need to double the consonant because we've got a short vowel, well done. Now, I'm going to set your 10 spelling words. Make sure you've got a clean piece of paper. Can you write the numbers one to 10 down in a list with each number on a new line. Pause the video, do this now. So, as you can see, I've grouped out spelling words according to the rules that we have used and learned today. I'm going to go through the spellings one by one and I'll put it into a sentence so that you can understand the meaning of the word. The first spelling word is murky, murky. The water was murky. The second spelling word is moody, moody. He didn't know why he was feeling moody. The third spelling word it's cheeky, cheeky. He was a cheeky young thing. And the fourth spelling word is smelly, smelly. They were very smelly dogs. And all those four spellings, we'll just have the rule where we just add the suffix y. Number five, grimy, grimy. That means it's something that's dirty. The windows were grimy. Number six, stony, stony. The beach was very stony. Number seven, smoky, smoky. The fire was very smoky. Number eight, shiny, shiny. The shiny pebble caught his eye. Spelling number nine, slippy, slippy. The rain had made the pavement slippy, Number 10, knotty, knotty. The girl's hair was always knotty. Can you see there's a sneaky in K-N the beginning there, a bit like that word knives that we looked at in the previous lesson, be careful with that. Well done, ASAS for today, you've finished your lesson, and worked really hard as usual. Can you give yourself a pat on the back. Well done, I'll see you soon.

To investigate suffixes: -y suffix

To investigate suffixes: -y suffix

Slide deck

Lesson details

Key learning points

Licence

Video

Lesson appears in

UnitEnglish spelling / Suffixes: -y

English spelling

UnitEnglish / The Man on the Moon - Narrative Writing

English