Reading Inflectional Endings
Read words containing taught GPCs with common inflectional endings (-s, -es, -ing, -ed, -er, -est) and the prefix un-; read multi-syllable words with taught patterns
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Teaching Table
Set out your lesson
Read endings and prefixes while recognising the base word.
Follow this model in an accessible mode before attempting independent work. Graph ordering is not learner mastery; revisit prerequisites if the guided task still needs full modeling.
Check readiness rather than assuming source graph order establishes attainment.
Use reading cards; adult does not pronounce target words before the first attempt. Open Show (S), then Guided (G), then Try (T). Hide earlier work and keys before Try. Use only the supplied stage material; do not invent additional cards. Pause or split the session if needed.
Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.
What this lesson covers and its limits
These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.
- partial: Read words containing taught GPCs with common inflectional endings (-s, -es, -ing, -ed, -er, -est) and the prefix un-; read multi-syllable words with taught patterns
Fresh sample decoding, not complete multisyllable fluency or spelling transfer.
- partial: Read suffixed words fluently (e.g. 'jumping', 'wanted', 'faster')
Fresh sample decoding, not complete multisyllable fluency or spelling transfer.
- partial: Identify the root word when a suffix is added
Fresh sample decoding, not complete multisyllable fluency or spelling transfer.
- partial: Read words with prefix un- (e.g. 'unhappy', 'undo')
Fresh sample decoding, not complete multisyllable fluency or spelling transfer.
- partial: When {{name}} sees familiar words with different endings — like 'jumped', 'running', 'biggest', or 'unhappy' — can they spot the root word and read the whole thing correctly?
Fresh sample decoding, not complete multisyllable fluency or spelling transfer.
Fresh sample decoding, not complete multisyllable fluency or spelling transfer.
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Teaching approaches
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1 approach
Read endings and prefixes while recognising the base word.
Read endings and prefixes while recognising the base word.
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Learning resources
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Check understanding
- Read suffixed words fluently (e.g. 'jumping', 'wanted', 'faster')
- Identify the root word when a suffix is added
- Read words with prefix un- (e.g. 'unhappy', 'undo')
“When your child sees familiar words with different endings — like 'jumped', 'running', 'biggest', or 'unhappy' — can they spot the root word and read the whole thing correctly?”
Curriculum record
- Type
- Procedural
- Subject
- English
- Domain
- Phonics & Word Reading
- Age range
- Ages 5–7