Lesson video

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Hello 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 that, something to write with, and someone or something to talk to would be great as well.

Let's get into today's learning then.

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

The outcome is, I can spell words using the -ing suffix.

Here are the key words for today's learning.

My turn, your turn, and make sure I can hear you saying them.

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

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

The past tense shows that the action happened before now.

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

A verb is a doing or a being word.

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

And the present tense shows that the action is happening now.

So today, we are going to be adding the -ing suffix to the end of root words to create both past and present tense verbs.

Here's the outlines in today's lesson.

We're going to look at all of the rules for adding that -ing suffix to the end of words.

Then we're going to practise some of these words using a strategy.

And finally, we're going to apply our spellings within a sentence.

Let's get on with looking and reviewing those rules for adding the -ing suffix.

So remember, a suffix is a letter or group of letters added to the end of a word to create a new word.

Really important, remember, suffix, the end of a word.

Prefix, the start of a word.

So here we have the root word help.

And I'm adding an -ed suffix to create the word helped.

Be careful with this one.

It's an -ed spelling, but it does sound like a T.

Here you can see it's a bit like a jigsaw.

We've got our help as our root word, and then we've added our -ed piece to create a new word, helped.

Here you can see I've got the root word dance, or dance.

I want to create the word dancing, or dancing.

Notice this time, my root word has changed.

Help stayed the same.

Dance here has changed.

I've removed the E before adding my -ing suffix.

Notice as well, we have two suffixes here, -ed and -ing.

There are many different types of suffix.

So remember, there's lots of different types of suffix, and there are different rules as to what happens to the root word when we add the suffix.

Sometimes that root word changes.

Sometimes it stays the same.

And we're gonna review those rules for adding the -ing suffix now.

So -ing is a type of suffix that is added to the end of a word.

When -ing is added to the end of a root word, it can show both the present tense.

So, actions happening now.

Or past tense, actions that have already happened, depending on the being verb that comes before it.

There are different rules when adding the -ing suffix.

Can you remember any of the rules? What might happen to the root word sometimes? What if the root word ends in a certain letter? Pause the video and have a think now.

Well done.

So, sometimes we just add -ing.

Other times, we must keep the Y and then add -ing.

And some words, we remove the E and add -ing.

And other times, we double the consonant before adding -ing.

So these are our four main rules, and we're gonna review and use these now.

So, often we can just add that -ing suffix to the root word without changing it.

Let's look at this in action.

Here, my root word is walk.

I want to make the word walking.

I just add -ing.

Here, my root word is help.

I'm just gonna add -ing to make helping.

And here, I have interest.

I want to create interesting, -ing.

Just add it.

This usually happens when the verb ends in a two consonant letters.

And if you look here, walk ends in an L and a K.

Help ends in an L and a P.

And interest ends in an S and a T, two consonant letters.

However, this can happen in a two syllable word where the first syllable is stressed as well.

Remember, syllables are like the beats in a word.

So we have the word here, visit.

Vis-it.

That first syllable is definitely stressed, isn't it? Vi- visit.

So I just add my -ing.

Here we have the root word offer.

Of-fer.

That second syllable is not stressed, my first one is, so I just add -ing.

Watch out for these.

How will these words change when the suffix -ing is added? Look at the root word and consider.

Walk, help, ask.

Remember, spelling of the root word can help inform us as to what is going to happen to it before adding our suffix.

Pause the video now.

How are you going to spell walking, helping, asking, or asking? Off you go.

Good job, team.

So, walk, just gonna add -ing.

Help, I'm just gonna add -ing.

And ask, or ask, I'm just gonna add -ing.

Notice how each of the words here ends in two consonant letters.

So we just add -ing.

So remember, just adding -ing.

We have a little person here reminding us.

When the root word ends in a Y, the root word remains the same and the suffix -ing is added.

Now, the reason we are really honing in on this one and specifically is because often when we add other suffixes, we remove the Y.

ING is a suffix where we keep the Y.

And remember, that Y can be making an I or an E sound.

So we have here the word worry.

And notice that Y making that E sound here.

And it becomes worrying.

We just add -ing.

We keep that Y.

Here we have cry.

And notice this time, that Y spelling is making that I sound.

Here, we just add -ing to make the word crying.

And here we have play, A-Y, playing Enjoy, O-Y, -ing.

Notice this time, play and enjoy are making a long A or -oy sound here, aren't they, as opposed to an E or an I? And we have a digraph at the end, A-Y, O-Y, with that consonant letter Y there at the end.

How will these words then change when the suffix -ing is added? We have the root words cry, enjoy, hurry.

Remember, looking at spelling of the root word is going to inform us as to what is going to happen to the word when we add our -ing suffix to create that new word.

Pause the video.

How will you spell crying, enjoying, hurrying? Off you go.

Well done, everyone.

Let's have a look and see how you did them.

So cry, so that Y spelling there, making that I sound, we just add -ing.

Enjoy, we have a -oy digraph making that -oy sound, we just add -ing.

And hurry, there's that Y spelling making that E sound at the end of the word, we keep the Y and add -ing.

So remember, keep the Y, add -ing.

On to our next rule then.

Remember, if that root word ends in an E, we need to whoosh, get rid of that E before adding our suffix -ing.

So here, I have the word smile.

I want to make smiling.

I remove the E and add -ing.

I don't want -eing.

Here I have bake.

Then I'm gonna bake a cake.

To make baking, I remove the E and add -ing.

And then look here, hope.

Be careful with this one.

Again, I want to make the word hoping.

I'm gonna remove the E and add -ing.

So, otherwise smile would look like smiling with an E, or bake would look like baking with an E, and hope would look like hope with an E, and that just wouldn't look right, would it? So, have a look at these words.

They all ended in E, the root word, and I want to add the -ing suffix.

How are you going to spell my new word? We have dance, or dance, depending on how you pronounce it here.

Close, and like.

Remember, look at that root word.

They all end in an E.

So what's our rule here? How are you going to spell, please, for me, the words dance, or dancing, closing, and liking.

Pause the video and have a go at spelling them now.

Well done, team.

So they all ended an E.

You all know this rule, don't you? What have we got? Shoot that E, whoosh.

Remove the E and add -ing.

So dancing, or dancing, will be spelled like this.

Closing will be like this.

And liking will be like this.

Remember, our rule is remove the E and add -ing.

And finally, when the root word contains a short vowel, ah, eh, ih, oh, a, and ends in a consonant, that consonant is then doubled before adding our -ing suffix.

So let's look at this.

I have my root word stop.

I want to make the word stopping.

Let's listen to stop.

Stop.

Oh, oh, short vowel followed by a single consonant.

I need to double that P and then add -ing.

Here I have jog.

Okay, a brisk run.

Jog.

Oh, ah, short vowel.

And then my G consonant, double the G, add -ing.

And here, plan, as in I'm planning to do something.

Ah, ah, short vowel, A there.

And then a single consonant N, double that N, and add -ing.

This pattern helps us to pronounce the words correctly.

So we then it ensures that we know that we're gonna double our consonant before that short vowel sound.

So we know that it's a short vowel coming for that double consonant.

So the final consonant is also doubled when the root word has two syllables and that final syllable is stressed.

And by stressed, I mean emphasised.

You really clearly hear it pronounced.

The root word ends in a single vowel letter followed by a single consonant letter.

So let's have a look here.

Refer.

Re-fer.

Do you hear that -er there? Really emphasised.

So here, I have to double that R and then add -ing.

And you can see here, at the end of this root word, refer, I have my single vowel letter inside, followed by single consonant -er there.

And it's emphasised, refer, you can clearly hear that -er.

So I double the R in that -ing.

Here we have committing, is the word I want to make.

So I have the word commit.

I have my eh, it there, and a T, and it's really emphasised.

So I double my T and add -ing.

Control, again O and L, L being my consonant there.

O there being my emphasised vowel sound.

Control, I'm gonna double my L and add -ing.

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

So we have here, offer.

Now I don't say offer, do I? I don't emphasise there, that vowel sound there.

I don't emphasise the syllable.

Of-fer.

It's not emphasised, so I just add -ing.

This is quite a difficult one.

It's one you have to keep an ear out for, those stressed and unstressed syllables at the end of a word.

So, how will these words change when adding the suffix -ing? I've got here, clap, plan, rob.

Look carefully at the root words.

Think about what vowel sounds you hear before the final consonant.

What does that mean we need to do? Pause the video.

Want you to have a go at spelling the words clapping, planning, and robbing for me.

Off you go.

Brilliant job, team.

Let's see how you've done them.

I've got a short vowel, ah, ah.

Double my consonant at -ing.

Short vow ah, ha.

Double my consonant, add -ing.

And short vowel oh, ah.

Double my consonant, add -ing.

Double the consonant, then add -ing.

That's our rule there when you hear that short vowel sound before your single consonant at the end.

So we're gonna look at some words now, and I'd like to select which rule the root word would use when adding the -ing suffix.

And you can see we have A, B, C, and D here, and it follows the four rules that we've looked at.

So just adding -ing, keeping the Y and adding -ing, removing the E and adding -ing, or doubling the final consonant and then adding -ing.

So let's look at a couple of words.

Here we have the word enjoy.

Which of our rules do you think it's going to use here? Pause the video and make the selection now.

Great, let's have a look at it.

Ends in a Y, it's -oy there.

So it's gonna become enjoying.

So it is just keeping the Y and then adding -ing.

Next one we're gonna look at, commit.

Pause the video.

Which rule is it going to use? A, B, C, or D? Point to the correct one now.

Good job, team.

So now where are we pointing? Let's have a look.

I'm gonna spell it.

Committing.

You can see here that I've doubled that consonant and then added -ing.

Next word.

Interest.

Hmm, that ends in two consonant letters, doesn't it? I wonder which rule it's going to use then.

Pause the video.

Is it A, B, C, or D? Good job.

Some great pointing again.

Interesting would be spelled like this.

So we can see, we are just adding -ing here.

Final one for us to look at.

Bake.

Hmm? Pause the video.

A, B, C, or D? Off you go.

Brilliant.

Let's have a look then.

Absolutely.

Baking goes like this.

We've gotta remove that E and then add -ing.

So C was our correct answer there.

So, little check task for us here.

We've got a load of root words down below and I want you to put 'em into the correct column to show what will happen to the root word and write that new word when we add that -ing suffix.

Are we just gonna add -ing? Do we keep the Y and add -ing? Do we remove the E and add -ing? Or do we double that constant and add -ing? So we have the root words below, smile, ask, cry, hop, clap, bake, walk, carry, enjoy, control, paint, and slice.

I'd like you to sort 'em into the correct columns now.

Pause the video.

Off you go.

Brilliant.

Let's see how you did then, team.

I'm hoping you've got tables like this.

Ask, walk, and paint, all just have that -ing added to them.

Cry, carry, and enjoy.

Again, keep the Y and just add -ing.

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

Remove the E, add -ing.

Hop, short vowel sound, double the consonant.

Clap, Short vowel sound, double the consonant.

Control, in that second syllable there, it is very much emphasised that, okay, it's a stress syllable, so we double the L and add -ing.

Great job.

Pause the video, see how you did.

Okay, on to our practise task then.

I have got four verbs here, and I'd like you to add -ing to these verbs.

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

And I want you to create the verbs smiling, crying, stopping, asking, or asking.

Consider the root word.

Remember, this is going to inform you as to how that new word is going to change before adding that -ing suffix.

Pause the video and add that -ing suffix to these verbs now.

Off you go.

Great work, team.

Let's see how you've done them.

So smiling ends in an E.

I need to remove the E and add -ing.

Smiling, might look like it's smiling, but we know it's smiling.

We know it had that E originally, so it had that long I sound there, smile.

But we removed the E before adding our -ing.

Crying, the root well ends in a Y.

I keep the Y in this instance when adding -ing.

So C-R-Y-I-N-G.

Stop, oh, oh, short vowel for a single consonant.

Double the consonant and then add -ing.

And finally, ask, or ask, if that's how you prefer to pronounce it.

A-S-K.

SK.

Two consonant letters.

So I'm just going to add -ing to make asking, or asking.

Pause the video and see how you did now.

On to then our next learning cycle, which is going to be strategies to practise.

Let's read the following word.

My turn, your turn.

History.

What do you notice about this spelling? Listen to the way I say it again.

Look at the way it's spelled.

History.

Something strange there, isn't there? Pause the video and just have a think.

Have a go at saying the word.

Have a good thinking about how it's spelled.

Brilliant.

Some lovely conversations going on there.

So, it has got a word within a word hasn't it? It has the word story in it.

And history is linked to stories.

It's the telling of stories from the past, isn't it? Now, in a way I don't emphasise the story part, I don't say his-story all the time.

I could pronounce it like that, but quite often it's pronounced history.

So you are not emphasising so much that O-R-Y.

History.

So be careful with the spelling here.

But it can help us to know that the spelling of the word history has the word story in it.

A word within a word.

Spotting a word inside a word is a really useful strategy to help us learn spellings.

And this word history is a curriculum word.

It's one of those words that appears very often in our reading and writing.

So it's very important we know how to spell it.

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

Well done, everyone.

Hmm, history.

Well, I know it's got that word story in, right? I find the word that has story in it.

Oh, I can see that A has story in it too, but a double S doesn't look right to me.

So let's decide which one it is.

It's B.

B is the correct spelling of the word history.

And if I look at C, it does sound a bit like that, doesn't it? I often pronounce it his-try, and I don't really pronounce or emphasise that O in it, but I know it has an O in it 'cause it has the word story in it.

History.

Brilliant.

So, spelling rules can help us to know how to spell words, but we also need to do lots of practise.

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

There are many different strategies that we can use to help us with our spelling practise.

We are going to try using a strategy that I really like called the 'big letters' strategy.

My turn, your turn.

Big letters.

Brilliant.

And the big letters strategy helps us in several ways.

It helps us to visualise because we have to look carefully at the word.

Paying close attention to any bits of it that might be tricky.

It also allows us to repeat.

It's repetitive.

So you copy the word out, starting really small, and then getting larger each time.

By repeat copying, it helps you to remember.

It also allows us to concentrate on our handwriting, and we can use our best cursive handwriting.

It helps to really, really work on that motor memory, the link between our hand and our brain.

So the way this strategy works is by looking at the word that you're writing.

Then you start off writing it, and you repeat writing it, but each time you write it, you write it slightly bigger.

So, what order do the strategies go in? I've got A, B, C, and D here, and they're all out of order.

So select them, put them in the correct order.

Pause the video.

Off you go.

Okay, well done, team.

So, the first part of any spelling strategy, really, is always going to be look.

You have to look at the word.

Means you can see what's tricky about it, how it's spelled.

So you look.

Then you write it small.

So you write it, maybe extra small, or your normal writing.

And then you write it bigger.

And finally, you write it the biggest.

So you can see here, our comparative and our superlative adjectives.

So we start small, and then we write bigger, and then we write our biggest.

Brilliant.

So we should always look carefully at the spellings before writing them.

Really important, always look.

So what you're gonna do for me now is you're going to do some practise.

You can choose three words to practise, and this is for you to choose.

It gives you the opportunity to show some responsibility and some independence.

Think about three words from this lesson that you really like to practise.

Three words that you've perhaps found tricky.

I've selected the words history, asking, and committing.

You could select the same if you like, but make sure you tailor it to the words that you know you need to practise.

So I look at the word history first, and I'm using the big letter strategy.

So I look.

I write it small.

I then write it bigger.

And then I write it bigger again.

And then finally, I write it the biggest.

So remember that strategy.

You look, write it small, write it bigger.

Bigger again, and then the biggest.

So I'd like you to have a go at doing this strategy for three of the words that you've picked.

You could use history, asking, and committing, but remember to pick the three that you are finding most difficult in this lesson so far and use this big letter strategy.

Pause the video, off you go.

So, hopefully you've written out the words that you have chosen to practise from small to big, just like I've done here.

So you can see history getting bigger, asking, getting bigger, and committing getting bigger.

Did you manage to spell your words correctly? Most importantly, did you have fun doing it as well? I find using a variety of strategies can be really, really fun.

On to our final learning cycle then.

We are going to be applying some of the spellings that we've been looking at today, particularly those -ing suffix words within a sentence.

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

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

Let's really take our time doing this.

We need to remember the whole sentence.

We need to sound out each word.

We need to think of the spelling rules.

And then we also need to look out for those common exception or curriculum words.

So think about that word history that we've looked at today.

And when thinking about spelling rules, remember the four main rules that we've looked at today for adding that -ing suffix to the end of word.

And of course, we have to remember our sentence punctuation, capital letter, full stops, and perhaps any commas that may be within the sentence as well.

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

I'm hoping that my teacher is planning an interesting history lesson.