Suffixes
Apply suffix spelling rules that require changes to the root word: dropping final -e before vowel suffixes, changing -y to -i, doubling final consonants in short-vowel words; use suffixes -ment, -ness, -ful, -less, -ly
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Teaching Table
Set out your lesson
“When your child adds an ending like "-ing" or "-ed" to a word, do they know when to drop a silent "e," double the last letter, or change a "y" to an "i" — for example, "running," "baked," or "happily"?”
Full guide and materials
- Activity. Apply suffix spelling rules that require changes to the root word: dropping final -e before vowel suffixes, changing -y to -i, doubling final consonants in short-vowel words; use suffixes -ment, -ness, -ful, -less, -ly
What to notice. Spell 'hoping' (drop e), 'cried' (y to i), 'running' (double consonant) applying the correct rule • Add -ful, -less, -ness, -ly correctly: 'careful', 'hopeless', 'sadness', 'slowly' • Identify which suffix rule to apply to a given root word and explain why
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When your child adds an ending like "-ing" or "-ed" to a word, do they know when to drop a silent "e," double the last letter, or change a "y" to an "i" — for example, "running," "baked," or "happily"?
Apply suffix spelling rules that require changes to the root word: dropping final -e before vowel suffixes, changing -y to -i, doubling final consonants in short-vowel words; use suffixes -ment, -ness, -ful, -less, -ly
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Check understanding
- Spell 'hoping' (drop e), 'cried' (y to i), 'running' (double consonant) applying the correct rule
- Add -ful, -less, -ness, -ly correctly: 'careful', 'hopeless', 'sadness', 'slowly'
- Identify which suffix rule to apply to a given root word and explain why
“When your child adds an ending like "-ing" or "-ed" to a word, do they know when to drop a silent "e," double the last letter, or change a "y" to an "i" — for example, "running," "baked," or "happily"?”
Curriculum record
- Type
- Procedural
- Subject
- English
- Domain
- Spelling & Word Study
- Age range
- Ages 6–7
Standards