Lesson video

Hello and welcome to today's spelling lesson.

I'm Mr. Moss, I love spellings and I'm really looking forward to teaching you.

With you today, you need to bring your looking eyes, your listening ears, and your thinking brains.

As well as that, setting to write with and write on and someone or something to talk to would be brilliant as well.

Okay, let's get right into today's spelling lesson then.

In today's spelling lesson, we're going to be adding the suffix, I-S-E to words.

The outcome will be, I can turn adjectives and nouns into verbs using the suffix I-S-E.

Here are the key words for today's learning.

My turn, your turn and make sure I can hear you saying these back to me.

Suffix, root word, adjective, noun and finally, verb.

Brilliant.

Keep an eye on the ear out for these words.

Let's have a little chat about what these words mean then.

A suffix is a letter or group of letters added to the end of word to change its meaning.

A root word is the base word from which other words are formed often by adding prefixes or suffixes.

An adjective describes a noun, it tells you what it's like.

A noun is a naming word for people, places, or things.

And finally, a verb is a doing, being, or having word.

If you do it or you are it and the word is a verb.

So today, we are going to be taking a suffix and adding it to the end of root words.

Our root words will often be adjectives or nouns.

And when we add this suffix, we will turn those words into new words, which will be verbs.

So here's our outline.

We're adding the suffix, I-S-E to words.

We're gonna concentrate on first adding the suffix and looking at some rules for adding the suffix.

Then we're gonna practise some spellings that contain the suffix.

And finally, we're gonna apply some spellings within a sentence.

Let's get on then with adding the suffix, I-S-E to words.

A suffix, remember is a letter or group of letters that we add to the end of a word, which creates another word.

Unlike prefixes, which come at the beginning of words, suffixes often changed the words tense or word class.

Wide here becomes widen with an EN.

Notice there that the spelling of my root word has changed.

Decor here becomes decorate.

There, the word class has changed, it's become a verb.

Glory becomes glorify and again, notice very similarly with widen there that the spelling of our root word has changed.

We've removed the letter, added a letter before adding our suffix.

So there are lots of different types of suffix.

And here we just have three, A-T-E, E-N and I-F-Y.

Today, remember we are looking at I-S-E suffix and there are lots of different rules as to what will happen to the root word, dependent upon the suffix that we are adding.

So let's have a read of some words that contain a variety of suffixes.

My turn, your turn.

Activate, pollinate, deepen, strengthen, apologise, modernise, oh, and now you can see our suffix that we are using today, I-S-E, apologise, modernise makes an ise sound at the end of the word, purify and beautify.

So you'll notice here we have a variety of suffixes.

We have A-T-E, E-N, I-S-E, and I-F-Y.

And these suffixes all do a similar thing to the words that they have been added onto.

These are what we would call verb suffixes.

They transform root words into a verb.

So active has become activates that action of turning something on, because they're verb suffixes, that means they often change the meaning to an action or process related to the quality of the root word.

For instance, pollinate is the action of spreading pollen around, apologise is that action of giving an apology.

The suffixes A-T-E, E-N, I-F-Y and I-S-E, which are found in verbs often mean to make or to become.

Formulate.

We take the root word formula, which is a noun, we add our A-T-E suffix to make the word formulate.

It means to make or create a plan to come up with that formula.

It's the action of coming up with that formula.

Brighten with our EN suffix here, our root word is bright, is to make something more bright.

Diversify, our root word here is diverse, is to make something more diverse.

And the suffix we're concentrating on today, our I-S-E suffix, making that ise sound, Humanise is to become more humane or human-like.

So it's more of that root word becoming more like that root word.

Look at how the meaning of these words are connected then.

We have the root word here, energy.

My turn, your turn, energy.

This is the ability to do work or cause change.

If we then add our I-S-E suffix and create the word, energise, my turn, your turn, energise, this is then to give more energy or vitality to someone or something.

The I-S-E suffix then turns nouns or adjectives into verbs.

Being, doing or having words.

After a long day at school, she had no energy left.

In this sentence, the word energy is a noun.

It's a thing, a feeling of vitality.

A good night's sleep can energise you for the day ahead.

In this sentence, the word energise is a verb.

It's a doing word.

The action of giving more energy to someone.

So you can see here we had the root word energy.

Notice here as well, how my Y is no longer there, and I've added my I-S-E to make energise.

It's gone from being a noun to being a verb.

So what word class are sympathy and sympathise in these sentences? I'd like you to read the sentences and consider what word class they are.

Pause the video, read them, off you go.

Brilliant.

He expressed sympathy to his friend who was sad.

Sympathy there, is a thing, it's a noun.

She could sympathise with her friend, because she had faced similar challenges.

That sounds like that's something that she's doing.

Remember doing, being or having words are verbs.

Are I-S-E suffix here having been added to the root word sympathy, turns it into a verb.

The word sympathise refers to the action of understanding and sharing the feelings of someone else.

It is a verb.

So the suffix I-S-E begins with a vowel, begins with a vowel I, and therefore it follows some of the spelling patterns that other verb suffixes like A-T-E, E-N and I-F-Y follow.

What happens to these root words then, when the suffix I-S-E is added to them, let's have a look.

Standard becomes standardise.

I just have to add I-S-E here.

Real becomes realise.

The root word doesn't change here when the suffix is added.

And this is a common rule when adding our I-S-E suffix, just adding the suffix itself.

However, let's have a look at some other instances of root words changing.

What happens to these root words when our suffix I-S-E is added? Here we have energy, it becomes energise.

Here we have memory.

It becomes the action of putting something into your memory, memorise.

What do you notice happening here to these root words then? What has changed here? Pause the video and have a think.

Brilliant, absolutely.

The Y here is removed before the suffix is added.

So root words ending in a consonant and a Y.

So energy has a G before the Y and memory has an R before the Y, we remove the Y and then add our I-S-E suffix.

So a rule here, remove the Y, then add the suffix.

So two rules we've looked at so far, just adding I-S-E or removing the Y and then adding I-S-E.

So you may see the suffix, I-S-E also spelled I-Z-E.

The American spelling uses I-Z-E or I-Z-E.

But the British English spelling is I-S-E.

So we are going to use I-S-E when spelling words with this I-S-E suffix.

I live in America and I spell it, prioritise, which is where that root word priority has had the suffix added to it.

I live in Scotland and I spell it, prioritise.

So the only difference here is in America we would spell it with a Z or a Z, and in the UK it's I-S-E.

What will the spelling of these words be when the suffix I-S-E has been added then? Apology, special.

So consider the end of the root words.

Look at them carefully.

We have apology and special, so we want to make the words apologise and specialise, both verbs.

Pause the video and have a think about how they'll be spelled.

Off you go.

Brilliant.

So apology ends in a consonant and a Y.

So we have to remove the Y and add I-S-E.

Our rule there is remove the Y and then add our suffix.

And special just ends in a consonant, doesn't it? So I just have to add my I-S-E suffix.

So the rule here, just add the suffix.

Remember the spelling of the root word and looking at that carefully can help us to spell the new verb that we are creating.

The spellings and meanings are also connected.

Apology and apologise are linked in meaning.

Special and specialise are also linked in meaning.

So we're gonna have a look carefully at some words and we're gonna try adding either A-T-E, E-N, I-F-Y, or I-S-E as our suffixes to create verbs here.

So the root words, I'd like to match it to the rule that they would use, 'cause remember they each have very similar rules.

We either have just adding the suffix, we have removing the Y and adding the suffix.

We have removing the E and adding the suffix.

And we have doubling the consonant after a short vow sound, ah, eh, ee, oh, uh, then adding our suffix.

So our first root word is standard.

I'd like us to make the new word, the verb to standardise, to make that process of making something a standard size or form.

Standardise, which rule am I going to use there? Pause the video, select it, and have a go at spelling standardise.

Great.

So standard ending in a consonant there.

I don't have a Y, I don't have E, and I don't have a short vowel sound.

Standard, I'm gonna just add I-S-E here and remember I-S-E, not I-Z-E, because we're not spelling it where you use that British format, aren't we? We're not in America.

So standardise.

So correct rule here was A.

Next word, Mad.

I want to create the word madden to make that process of being mad.

It maddened me.

Madden.

Pause the video, think about which rule you would use there.

Great, well let's think about this.

Ah, ah, short vowel sound.

Now we've not looked at this rule so far today, because we've not been concentrating on adding our E-N suffix.

But think about which rule it would use.

It's gonna use D here.

I'm going to have to double the consonant.

So I've got a short vowel sound, ah, ah, remember our short vowel sounds are ah, eh, ee, oh, uh.

Ah, ah, mad.

Followed by a single consonant letter.

So I double that consonant before adding my E-N suffix to create the verb madden.

Next word, memory.

I want to create the word memorise, which is that doing word of putting something into your memory of remembering it in the longterm.

Memorise, pause the video, select the correct rule and have a go at spelling that word now.

Off you go.

Fantastic.

So memory, that ee sound there spelled with a Y.

The Y is proceeded by consonant.

I need to remove the Y and add I-S-E, my suffix there to create the verb memorise.

So I'm following this rule here, B.

And final word, note.

I want to create the verb notify, which is that process of letting someone know something.

If you notify someone, you tell them something, notify, pause the video, select which rule you would use for adding the suffix.

Off you go.

Fantastic.

So ending in an E here.

So we need to remove the E and then add our suffix, IFY to create the verb notify.

So we use rule C, brilliant.

So what I'd like you to have a good at doing for me now for our practise task is taking these four words, real, sympathy, apology and special, and adding our I-S-E suffix to them.

Remember to look carefully at the root word to consider how it might change or not change before you add the suffix to create the verbs.

Realise, sympathise, apologise and specialise.

Pause the video now and have a go at writing out your new verbs.

Off you go.

Fantastic, so let's see how you've done then team.

Realise, now realise, am I gonna spell that with a Z? No, I'm adding my I-S-E suffix and I don't need to change the root word here.

Real is going to say the same.

It's pronounced slightly differently.

It's not re realise it's realise.

So I-S-E here.

Sympathise, sympathise.

Again, I'm gonna remove the Y aren't I, at the end of sympathy? But the Y at the beginning there, making that eh sound, simp, eh, eh which is a strange spelling, so watch out for that one.

I'm not going to change there.

But at first Y will stay the same.

And then I remove the Y at the end before adding my I-S-E suffix to make sympathise.

Apologise, apologise.

Again, apology ending in that Y, I just have to remove the Y and add I-S-E.

I don't change the root word there other than getting rid of the Y at the end.

So apologise is the correct spelling here.

And finally, specialise, specialise.

It's that strange C making that sh, sh sound, isn't it? So be careful with that one.

But again, I'm not going to change my root word there.

I'm just gonna add I-S-E to create the verb, specialise.

Great job team.

How did you do there? Do you have any corrections to make? Pause the video and make them now.

Onto our next learning cycle then, which is going to be to practise spellings.

Let's have a read of some following words.

My turn, your turn.

Probably, probably, you are probably right.

Occasion, occasion, it was a wonderful occasion.

Occasionally, occasionally.

Be careful with that one.

My turn, your turn again, occasionally, which means something that doesn't happen all the time, it only happens on certain occasions.

What do you notice about these spellings? Have a go at saying them again and thinking what might be tricky about them compared to how they're spelt and how they sound.

Off you go.

Brilliant.

Well, I've noticed a couple of things here.

In probably, the A sounds a bit more like an uh sound, probably makes a uh sound, probably, probably, but we didn't say probably.

So be careful with that.

And then in occasion, we have this S-I-O-N don't we? Occasion, which is making that zhun sound.

There's no Z there though, so be careful for that one.

And then in occasionally we have an A-L-L-Y and it's like basically, and personally.

I don't always say occasion-ally or basic-ally or person-ally.

Okay, be careful, it's A-L-L-Y added onto the end of the word occasion is our suffix there, but we don't necessarily emphasise the A.

It sounds a bit more like ally, occasionally.

I don't say occasion-ally.

So watch out for that.

So these are curriculum words.

It's really important we know how to spell them.

I'm hoping you've remembered how they're spelled from the words we just looked at.

So which of these is the correct spelling of probably? Pause the video, point to it now.

Great job.

Remember it might sound like it's making eh sound, probably, but it's actually an uh, so prob-ably spells probably P-R-O-B-A-B-L-Y, probably.

Which is the correct spelling of occasion? This is a special occasion.

Pause the video, point to it now.

Remember it's that S-I-O-N making that zhun sound.

So occasion O-C-C-A-S-I-O-N, occasion.

And with that in mind then, we should know to spell occasionally.

Be careful with this one, occasionally, pause the video point to the correct spelling now.

Fantastic.

So we had the word occasion there and then it's that A-L-L-Y that we add on there, occasionally.

Now we don't pronounce it occasionally, we pronounce it occasionally.

So remember that it has that A-L-L-Y.

So the correct spelling is this one here, occasionally.

So now we will practise spelling words that contain our I-S-E suffix.

Some of these words won't always have clear root words.

So look carefully at these words and think about anything special or difficult about these spellings.

You may spot a connected word with a different ending.

So here we have the words.

My turn, your turn.

Recognise, analyse, supervise.

So I'd like you to just stop, have a think.

What do you think might be difficult about these words given that you don't have clear root words? Can you think of any other words that link to these words? We have one more time, recognise, you recognise something you're familiar with it.

Analyse, if you analyse something, you look carefully at it, you study it.

And supervise.

Pause the video and have a think now.

Fantastic.

Now they are tricky words, aren't they? Because they don't have clear root words.

So we just need to learn the spelling of these words.

I would say from the word supervise, one thing that I've noticed is the fact that it is made up of the prefix, super meaning above and the Latin videre, which means to see, it's like watching over something.

So if you supervise something, you are watching over it, you are looking over it, you're ensuring that it runs smoothly.

I've noticed as well in analyse we have that Y-S-E as opposed to I-S-E there at the end.

So be careful with that one.

And as with all of them, remember, it's S-E not Z-E.

So which is the correct spelling of each sentence.

I'd like you to read the sentences and then I'd like you to select the correct spelling of the words there with our I-S-E suffix.

Off you go, pause the video.

Great job.

So let's go through these and see how you've done.

I didn't recognise you without your glasses on.

Now there's no clear root word here, but do remember we are gonna spell it with the I-S-E spelling for this verb ending, aren't we? This verb suffix.

So recognise, I-S-E.

We are going to analyse the poem.

So you're going to study it in great detail.

Now remember what was strange about this one? It had that Y-S-E instead of I-S-E, didn't it? 'cause we, we are taking this from the word analysis.

Analyse here, A-N-A-L-Y-S-E and supervise, Remember this has that prefix super, doesn't it? S-U-P-E-R.

And then we get that vise from the Latin videre, supervise to watch over, who can supervise the lunch or who can watch over the lunch or make sure it runs smoothly? It's super and advise brilliant not suppervise, which would what it would be if it had two P's.

So I'm gonna say some words now and I'd like you to listen to me carefully.

They might not have clear root words, remember? So I need to sound out the words, remember any tricky parts in the words that we've just looked at and then read your words to check as well.

So just for listening to me carefully, the first word is recognise.

I do not recognise him.

Number 2 is analyse, we must analyse the text.

And number 3 is supervise.

Who will supervise the operation? So we have recognise, analyse, supervise, pause the video and have a good at spelling those words now.

Off you go.

Great job team did a really good job there, given that these don't have clear root words.

The first one was recognise.

So be careful with this one.

The O there might not be clear.

It might sound like a bit like a ugh, recognise, okay, but it's O-G, recog, R-E, recog, C-O-G, and then our N-I-S-E, recognise.

So I-S-E not I-Z-E.

Analyse, analyse.

So remember again there's some similar words here, like analytical or analysis that have A-N-A-L in and anal, and then Y-S-E analyse, it's that strange Y-S-E instead of I-S-E.

So be careful with that one.

And our final one was supervise.

The way we can remember this one remember, is we have our prefix super and then vise, supervise, I-S-E spelling of course.

So super and vise.

Remember, these words don't all have clear root words, so they're a little bit trickier.

It can be helpful to study these words in isolation, figure out what's tricky about them and practise them so we can get to remember them more easily.

So we have recognise, analyse, supervise, how did you do? Do you have any corrections to make? Pause the video, make those corrections now.

So onto our final learning cycle then, we are going to be applying spellings within a sentence.

We are going to write a sentence now containing some of our focus spellings.

So there's I-S-E verbs with that suffix, I-S-E.

When we write the whole sentence, we need to use several things at once, so let's really take our time.

We need to remember the whole sentence.

So we'll take our time and say it many times so it's embedded in our heads.

Then we'll sand out each word.

Think of the spelling rules for adding our I-S-E suffix and if they don't have root words, what was tricky about those words? I remember our common exception and curriculum words.

So think about some of those words like occasion, occasionally, and probably that we've looked at today.

And finally of course, remembering our sentence punctuation.

Not only catalyst and full stops, but any commas, apostrophes or other punctuation in the sentence.

So I'd like you to listen to me say the sentence.

First of all, I'm gonna say it to you a couple of times, just listen to me carefully.

Occasionally, I organise the books on my shelf to neaten them up.

Occasionally, I organise the books on my shelf to neaten them up.

So we're gonna have a go at saying this sentence a number of times now using a few different strategies.

The first strategy we're going to use is repeating the sentence several times out loud.

I'll say the sentence again and then you can pause the video and repeat it out loud.

Occasionally, I organise the books on my shelf to neaten them up.

Occasionally, I organise the books on my shelf to neaten them up.

Pause the video, have a go at saying that sentence a number of times.

Great, the next one is picturing what's happening in your head.

Imagine someone neatening up the books on the shelf.

Occasionally, I organise the books on my shelf to neaten them up.

Pause the video.

What do you imagine happening in your head now? Great, I'm imagining someone going through, taking all the books off, laying them out, putting 'em into alphabetical order or sorting them by genre and then putting them back on.

And finally, counting the words.

How many are there? Occasionally, all one word.

I organise the books on my shelf to neaten them up.

Pause the video and count out those words now, how many did you get? Great, so I'm gonna say the sentence one more time and then you are gonna have a great writing it.

Please remember to sound out each word, look out for those common exceptional curriculum words.

And don't forget your punctuation.

I'll say the sentence one more time now.

Occasionally, I organise the books on my shelf to neaten them up.

Pause the video and write that sentence now.

Fantastic job team.

Let's have a check of our work now and make any corrections.

I think you've done a really good job there with your punctuation in particular and giving careful consideration to adding our verb suffixes there, 'cause there are a couple.

So occasionally remember this.

A is that word occasion, which is that S-I-O-N spelling of the zhun, and then our A-L-L-Y.

I know it doesn't sound like there's an A there, but it there is.

It's a curriculum, I remember occasionally, we have a comma here to separate our fronted adverbial from our main clause.

Occasionally, which means you do this from time to time.

I organise, so I-S-E here, organise, I-S-E, not I-Z-E, the books on my shelf to neaten, E-N we've added there, them up.

Occasionally, I organise the books on my shelf to neaten them up, which have a catheter at a full stop, a comma before occasionally, and then watch out for the spelling of occasionally and organise in particular.

How did you do there? What success have you had? Do you have any corrections to make? What have you learned? Pause the video now, share your learning and make those corrections.

Great job today, team.

In today's lesson we've been looking at adding a suffix.

A suffix is a letter or group of letters to be added to the end of word, which can change the word class and create a new word.

The suffix I-S-E often turns adjectives and nouns into verbs.

When the root word ends in a consonant, we often just add the suffix.

When the root word ends in a Y, we remove the Y and then add our suffix to create our verbs.

Keep up the great practise, keep up the great spelling and I'll see you again soon.