Spelling -able & -ible
Spell words ending in -able/-ible and the corresponding adverb forms -ably/-ibly, applying patterns to determine which suffix to use based on the root word
Share and support
Teaching Table
Set out your lesson
Practise the bounded task in Spelling -able & -ible; see exact limits before inferring broader coverage.
Distinguish adjectives/adverbs with support.
Exact directed source edges retained; earlier authorship is not learner attainment.
These supplied stage cards
Scrap paper and pencil; oral/pointing response where appropriate
Read readiness and decide on support without treating prerequisite authoring as learner readiness.
Open Show first and explain its model.
Use Guided Try with support and its separate adult key.
Close Show and guided keys before Try, unless this Try is explicitly supported.
Reflect on an actual attempt, including help used.
Use the supplied screen cards; copying the exact task to paper is optional, not required.
Use only invented scenarios and optional anonymous local notes. Do not request names, photos, family finances, medical data, accounts or uploads. Stop uncomfortable physical activity.
Use only invented scenarios and optional anonymous local notes. Do not request names, photos, family finances, medical data, accounts or uploads. Stop uncomfortable physical activity.
Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.
Teaching limits and safe use
These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.
Limited practiced words; root completeness does not guarantee spelling.
Use only invented scenarios and optional anonymous local notes. Do not request names, photos, family finances, medical data, accounts or uploads. Stop uncomfortable physical activity.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
Reviewed external links that reinforce this concept. They do not replace Gakuva’s teaching approach.
No reviewed resources for this concept yet.
The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Check understanding
- Apply the guideline that -able is typically used with complete root words (enjoyable, comfortable) while -ible is used with incomplete roots (visible, possible), noting key exceptions
- Convert -able/-ible adjectives into adverbs by changing the ending to -ably/-ibly, e.g. comfortable → comfortably, possible → possibly, terrible → terribly
- Determine whether to drop or retain the final -e of the root when adding -able, e.g. adorable (drop e) vs changeable (keep e before soft g)
“When your child needs to spell a word ending in "-able" or "-ible" — like "comfortable" or "visible" — can they choose the right ending and spell it correctly?”
Curriculum record
- Type
- Procedural
- Subject
- English
- Domain
- Spelling & Word Study
- Age range
- Ages 9–10
Standards