Lesson video

Hi, there, and welcome to today's spelling lesson.

I'm Mr. Moss, I love spelling, 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 something to write with and write on and someone or something to talk to would be great as well.

Let's get right into today's spelling lesson then.

In today's lesson, we're going to be applying all of the rules for adding the suffix -ed to the ends of words.

The outcome will be I can spell words using the suffix -ed.

Here are the key words for today's learning.

My turn, your turn.

Make sure I can hear you say these back to me.

Suffix, root word, past tense, verb, consonant.

Let's have a look at what these keywords mean then.

A suffix is a letter or group of letters added to the end of a root word.

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

The past tense shows that the action happened before now.

A verb is a doing or a being word.

If you do it or you are it, then the word is a verb and a consonant is a sound that is made by blocking air in the mouth with the teeth, tongue, lips, or palate.

P, T, M, N are all examples of consonants.

So the reason these are our keywords is because today, we're adding that -ed suffix to the end of root words.

This often creates past tense verbs.

So here's our lesson outline.

We're applying all of the rules for the suffix -ed.

We're going to review those rules for adding that -ed suffix.

Then we're going to practise a strategy and then we're going to apply our spellings within a sentence.

Let's get on with looking at those rules for adding that -ed suffix then.

A suffix, remember, is a letter or group of letters at the end of a word that can create a new word.

Here I have the word offer.

I make you an offer.

I want to create the word offered by adding that -ed suffix, offer, two syllables.

I just add -ed.

Here you can see my root word, offer, in my first puzzle piece and I've added my -ed suffix.

Notice how the root word has not changed here.

Here I've got the word box and I'm adding the suffix -ing to create the word boxing.

There are lots of different types of suffixes.

Here are just two examples, -ed and -ing, and remember we are concentrating on that -ed suffix today and there are different rules about what happens to that root word when we add the different suffixes.

<v ->ed is a type of suffix that is added to the end of a word.

</v> When -ed is added to the end of a word, it usually shows the past tense.

So something, an action that has happened already.

There are different rules for when the suffix -ed is added.

I'm wondering if you can remember any of our rules for adding the -ed suffix.

Pause the video and have a think.

Well done, here's one rule.

Just adding -ed to the end of the root word.

Sometimes when the word ends in a Y, we can remove that Y and add -ied.

If the word ends in an E, we can remove the E and add -ed because we don't want a double -ed, and finally, sometimes we can double the consonant and add -ed at the end of the root word.

These are our four main rules when adding our -ed suffix.

Often we can just add the suffix -ed to the root word and it won't change.

Let's have a look at this in action.

Here's my root word, walk.

I want to turn this into the word walked, past tense verb.

I just add -ed.

Here I have the word help.

Two consonants here, L and P.

So I'm just going to add -ed, and here I have the word ask or ask which I want to become asked or asked.

Be careful, sounds like a T at the end, but it's our -ed spelling.

In all of these instances, we just add -ed onto that root word.

This usually happens when the verb that we're adding our -ed suffix to ends in two consonant letters, or this happens after a vowel digraph, or in a two-syllable word where the first syllable is stressed.

So we have here our vowel digraph, A, A-Y, those two letters making that one sound and so we just add -ed.

Or we have here the word offer, two syllables, offer.

But listen, I'm not saying offer.

I don't stress that second syllable.

It's unstressed, so I just add -ed to the end of the word.

How will these words change when the suffix -ed is added? Walk, help, ask.

Remember spelling the root word helps us to spell the new word.

Pause the video, have a go at spelling out loud or by writing down the words walked, helped, and asked.

Good job, so walked is just adding our -ed to the end of walk.

Helped is just adding -ed and asked is just adding -ed.

These are examples where we just need to add -ed and I can see here that they all end in two consonant letters.

So we just add an -ed.

When the root word ends in Y, the Y is replaced with an I before the suffix -ed is added.

Let's look at this in action.

Worry, notice how that Y there is making an E sound.

Becomes worried, we've removed that Y and added -ied for our past tense verb worried.

Carry, again, that Y is making an E sound, becomes carried.

Remove the Y, add -ied.

And cry, this time our Y is making an I sound at the end of that word.

Remove that Y and add -ied.

There are some exceptions with words that end in Y.

If that Y is part of a vowel digraph like ay or oy, so O-Y, A-Y spelling, and coming after another vowel, it doesn't follow this rule.

Words like play, A-Y there.

There's a digraph making that A sound.

We just add -ed.

And enjoy, O-Y making that oy sound, a digraph, and we just add -ed.

So be careful, there are some exceptions when the word ends in a Y.

How will these words change When the suffix -ed is added? We have carry, cry, hurry.

Remember looking at the root word can help us to spell the new word.

So pause the video.

How do you think I'm going to spell carried, cried, hurried? Pause the video, have a go at saying the spellings or writing them now.

Great job, so think about our rule here.

They're ending in that Y, aren't they? And that's that Y making either an I or an E sound.

So carried, I'm going to remove the Y and add -ied.

Cried, the Y making that I sound.

I'm going to remove that Y and add -ied and hurried, that Y making that E sound.

I'm going to remove that Y and add -ied.

So this rule is remove the Y and add -ied.

When the root word ends in an E, the E is removed and we add our -ed suffix.

Smile becomes smiled.

Bake becomes baked.

Hope becomes hoped.

Otherwise smile would become smileed like that with two Es and that wouldn't look right, or baked would have two Es or hoped would have two Es.

So we remove the E and add our -ed suffix.

How will these words change when we add our -ed suffix? Dance or dance, close, like.

Remember looking at that root word, thinking about how it ends, what sounds it ends in can help inform us as to how to spell our new word with -ied suffix.

So look at dance, close, like.

Have a go at spelling danced, closed, liked for me now, pause the video.

Well done, team, so let's have a look.

Dance becomes danced, we remove the E and then add -ed.

Close becomes closed, we remove the E and then add -ed.

And like becomes liked.

We remove the E and add -ed.

Remember remove that E and add -ed.

We don't want two Es there.

And finally, when the root word contains a short vowel and ends with a consonant, the consonant is doubled before adding the suffix -ed.

Let's look at this in action.

Stop, oh, oh, short vowel.

Remember our short vowels are ah, eh, ih, oh, uh.

Oh, oh, followed by a single consonant.

We double that consonant and add -ed, jog.

I jogged to work, past tense.

Short vowel, ah, ah, I double the consonant and add -ed.

And plan, I'd planned on completing that.

Ah, ah, short vowel, single consonant.

Double that consonant, add -ed.

This pattern helps us to pronounce the words correctly, so it emphasises that short vowel before the continent.

The final consonant is also doubled when the root word has two syllables.

Remember syllables are those beats in the word where we have vowel sounds and the final syllable is stressed, it's really pronounced.

The root word ends in a single vowel letter followed by a single consonant letter, so look carefully.

Refer, refer, refer, two syllables and I'm really emphasising that second syllable, aren't I? It's really stressed, so here I double that consonant and I add -ed.

Commit, commit, two syllables and that second syllable is very much stressed.

So I'm going to double my T and add -ed.

Committed, I was committed to the cause.

Control, yeah, absolutely.

We're gonna double that L because that second syllable there is stressed.

If the last symbol is not stressed, then the last letter is not doubled.

So we had earlier that word offer.

I don't say offer.

I don't stress that second syllable.

Has two syllables, offer, but it's not as stressed and so here I just have to add -ed to the end.

Really have to listen out for that stressed vowel with these ones.

So how will these words change when the suffix -ed is added? Clap, plan, rob.

Remember looking at that root word, thinking about the sounds you can hear, thinking about the letters, the types of letters that are there and the types of sounds, it's going to help you to spell the new word.

Pause the video, how am I going to spell clapped, planned, and robbed? Well done, team, so clap becomes clapped.

Double the consonant, add -ed 'cause there's a short vowel and the single consonant after it.

Plan, the same, doubling that consonant and rob, the same, becomes robbed.

So remember double the consonant, then add -ed if you have that short vowel sound followed by a single consonant.

So I'm gonna show you some words now and I've got four children here.

They each represent our different rules, our four different rules that we've looked at for adding our suffix -ed today.

So I'm gonna show you a root word in a minute and I want you to think which of the rules is being shown? Is it just adding -ed? Is it removing the Y and adding -ied? Is it removing the E and adding -ed? Or is it doubling our consonant and adding -ed? Here's our root word, enjoy.

I want to write the word enjoyed.

How am I going to do that? Which rule am I going to follow? Pause the video and have a think now.

Good job, it's become enjoyed.

Which rule did this follow then? Absolutely, we just added -ed.

Ready for another word? Root word is commit.

How do you think I'm going to spell committed? Pause the video, is it gonna be A, B, or C? Great job, committed is spelled like this.

Which rule is it using? Absolutely, it's using D.

We've doubled our consonant at the end so we have that short vowel sound before it and it's very much a stressed vowel, isn't it? Commit, and then -ed.

Next word, ready, carry.

How am I going to spell the word carried? Which rule am I going to use here? Pause the video, point to it now.

Great job, carried here, C-A-R-R-I-E-D.

Using removing the Y and adding -ied.

One more, bake, what am I gonna do here? Which rule am I going to use? Pause the video and select the one now.

I want to write the word baked.

Great job, everyone, baked is spelled like this.

It's used C, I've removed the E and then added -ed.

I don't want a double E, great job.

So what I'd like to do now is put the words into the correct column and show what will happen when we add the -ed suffix.

Our words are below, we have smile, ask, cry, hop, clap, bake, walk, carry, enjoy, control, hurry, slice.

Have a look at the header in each column, think about which rule it's going to use, and then add them to the correct columns.

Pause the video, off you go.

Good job, so ask, walk, and enjoy went into our just add -ed column.

Cry, carry, and hurry went into chop off the y, add -ied column.

Smile, bake, and slice will end in an E.

We remove the E and added -ed, and then hop, clap, and control all double the consonant and added -ed.

Well done, pause the video and see how you did.

So we're gonna have a go now at spelling some words.

I'd like you to add the -ed suffix to these verbs to create past tense verbs.

The words are smile, cry, stop, and ask or ask.

Pause the video and have a go adding the -ed suffix to these words now.

Think about your rules, off you go.

Well done, team, let's see how you've got on then.

So smiled ends in in E, doesn't it? I need to remove the E and then add -ed, so it'll be smiled like this.

Cry, ends in a Y and it's that what Y spelling making an I sound.

I need to remove the Y and add -ied, so my correct spelling of cried is this.

Stop, ah, ah, short vowel followed by single consonant.

Double that consonant and add -ed, stopped.

Be careful, it sounds like a T, but remember it's our -ed spelling for that past tense verb, and ask or ask.

Two consonant letters at the end of this word, so we're just going to add -ed for asked or asked.

Well done, see how you did.

Onto our next learning cycle then, strategies to practise.

Let's read some words.

My turn, your turn, fruit.

What do you notice about this spelling? Pause the video and have a think.

Hmm, some great thinking going on there.

The ooh sound is represented by a U-I spelling here like the words bruise and juice.

It's quite an irregular representation for that sound, isn't it? This is a curriculum word which is really useful for us to know when we come across using it in our writing, so we just need to memorise and learn this word.

What is the correct spelling of the word fruit? Pause the video and point to it now.

Good job, let's have a look at them in isolation then, A, fruit, fruit.

Hmm, what makes phonetic sense? I know my oh-oh can make that oo sound.

Oo, oh, my next one.

That's that odd spelling, isn't it? That's that U-I representing that oo sound.

And the last one, that would be fry-it, wouldn't it? My U and my I are the wrong way around.

So it's between my first and second and we've just said that it's a curriculum word that uses that U-I spelling for that oo sound like juice and bruise.

So this is our correct spelling of the word fruit.

I really do like to eat fruit.

It's very good and very healthy for you.

So some words don't use the suffix -ed for the past tense.

They have irregular past tense verbs.

Yesterday I spoke to my aunt.

So I wouldn't say here yesterday I speaked.

For that past tense of speak, I would say spoke.

Notice how it doesn't have an -ed.

That's an irregular past tense.

Last week, I thought that I lost my bag.

I wouldn't say last week, I thinked, by adding -ed to the verb think.

We used the irregular past tense, thought.

So watch out for some past tense verbs.

They don't have -ed.

Spelling rules can help us to know how to spell words, but we also need to practise.

When we practise, you remember the words more easily, you get better at noticing how words are spelled, and you feel more confident when using them.

There are many different spelling strategies to use to practise spellings.

We will try using our look, cover, write, check strategy.

The look, cover, write, check strategy helps you in several ways.

It helps you to visualise the word 'cause you're getting to look at it and paying close attention to how it's spelled and any tricky parts and then it tests your memory 'cause you cover it up so you can't see it.

Then you get to practise writing it which reinforces the spelling in your mind 'cause writing by hand is a powerful way to remember things.

It creates a link between your muscle memory, your hand and your brain, and then self-correction.

You get to check back and make any corrections and learn where you're going wrong and make those corrections.

So what order does the strategy go in? I've got A, B, C, D here.

Check, look, cover, write.

What order should they be going in? Pause the video and put them into the correct order now.

Good job, so let's have a look, it's look.

Sorry, look at it, look at the word.

Think hmm, what's tricky about this? How does the word look? I then cover it up.

It's working on my memory.

I then write it and then I check it and make any corrections.

So it's look, cover, write, check.

So we're gonna choose three words to practise using the look cover, write, check strategy.

Choose the words that you find most difficult from the lessons so far.

So think back, we've been looking at adding this -ed suffix.

I've selected a couple here.

I've selected the word fruit which was that curriculum word.

I've selected thought 'cause that's in a regular past tense.

We don't write thinked, and I've selected controlled because it's that emphasis there on that stress second syllable.

So in doubling the consonant and adding -ed.

I found these tricky.

You think about some words that you found tricky for today's learning and practise it on three of those words using this strategy.

And this strategy works by looking, so I'm gonna look at the word fruits.

I'm gonna think oh, it's that U-I for that U sound.

Cover it up, okay, how am I spelling fruit? Yep, and then have a go at writing it and then I check, and I do this more than once to really ingrain that spelling, embed it into my long-term memory.

So pick three spellings.

Have a go at using this strategy to write them out now.

Take some time to do that.

Pause the video, off you go.

Well done, team, so if I'd completed doing it my way, I've written out fruit, thought, controlled a number of times using that strategy.

Again, this is a really great strategy 'cause it allows you to be independent and responsible for checking back your own learning as well.

Well done, team.

Did you manage to spell your words correctly? Make any corrections now.

Onto then the final part of today's lesson, applying spellings within a sentence.

We are going to write a sentence containing some of our focus spellings, some of those -ed suffix words.

When we write the whole sentence, we need to do several things at once.

We need to remember the whole sentence.

We need to sound out each word.

We need to think of the spelling rules that we've been looking at and we've looked at four rules for adding that -ed suffix.

We also need to look out for any common exceptional curriculum words.

Remember we looked at that common except, sorry, that curriculum word fruit today.

And we also need to remember sentence punctuation, catch it at a full stop.

Any comments, any other punctuation that might be in that sentence.

So there's quite a lot going on here.

So make sure you've had a little brain break perhaps before we do this.

So I'd like you to just listen to me say the sentence first of all.

I hurried to the market, bought some fruit, and then happily danced as I sliced it to eat.

I hurried to the market, bought some fruit, and then happily danced as I sliced it to eat.

We need some strategies here to help us remember this sentence.

The first one is tap it out.

It's gonna be down your head, shoulders, on your desk, on the floor.

I'm gonna do it on my head.

I hurried to the market to buy some fruit and then happily danced as I sliced it to eat.

Pause the video and tap that sentence out now.

Great job, next one is whispering it.

I hurried to the market, bought some fruit, and then happily danced as I sliced it to eat.

Pause the video and whisper that sentence out now.

Good job, and then finally, counting the words on our fingers.

I hurried to the market, bought some fruit, and happily danced as I sliced it to eat.

I hurried to the market, bought some fruit, and then happily danced as I sliced it to eat.

Pause the video and count those words on your fingers now.

Perhaps break the sentence down because it's quite long.

Well done, so I'm gonna say the sentence one more time in a moment, but please remember to sound out each word, think about common exceptional curriculum words, and don't forget sentence punctuation.

Also listen out for those words that are gonna contain the -ed suffix that we're using today and apply the rules that we've generated.

So just listen to me say the sentence one more time.

I hurried to the market, bought some fruit, and then happily danced as I sliced it to eat.

Pause the video and write that sentence now.

Great job, team, so really, really lovely writing there.

Lots of considerations, punctuation, lots of sounding out of the words, and lots of careful spelling.

So let's check our work and make any corrections as we go along.

I, obviously needs to have a capital letter, hurried.

So that root word is hurry.

Ends in the Y making that I sound, so we chop off the Y and add -ied.

To the market, we need a comma here 'cause we then have another set of actions.

So it's a list of actions.

Commas in the list, bought, another action.

That's B-O-U-G-H-T, O-U, grumpy hippo, and that's the act of buying.

Some, be careful with that spelling, S-O-M-E spells some.

Fruit, that's one of those curriculum words that we looked at.

It's that oo sounds spelled with a U-I and then happily danced.

Root word is dance.

Remove the E, add -ed.

As I sliced, careful with this one.

Slice, that ends in that C-E, so it ends in an E, chop off the E, and then add -ed, it to eat and of course, a full stop at the end of our sentence.

What did you learn? What successes did you have? Did you make any magical mistakes? Share your learning now with those around you and make any corrections.

Pause the video, off you go.

Great spelling today, everyone.

Today, we've been applying all of the rules for the suffix -ed.

Remember a suffix is a letter or group of letters at the end of a word which creates another word.

The -ed suffix can be used to create past tense words or verbs.

When using the -ed suffix, there are four key spelling rules.

Some words we just add -ed.

Some words we have to remove the Y and add -ied.

In other words, we remove the E and add -ed and in other words as well, we double the consonant and add -ed.

Great work today, everyone, and I'll see you again for another spelling lesson soon.