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 that, so 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 spending lesson then.

In today's lesson, we're going to practise and apply turning nouns from singular.

So, just one of something to plural, more than one of something, using the suffix, es.

the outcome will be, I can use a range of strategies to practise turning words from singular to plural.

Here are the key words for today's lesson.

My turn, your turn.

Make sure I can hear you saying them back to me.

Suffix, plural, singular, root word, noun.

Thank you so much for saying this back to me.

So, what do these words mean then? A suffix is a letter or group of letters added to the end of a root word, and it creates a new word.

Plural means more than one.

Singular means only one.

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

And finally, a noun is a naming word for people, places, and things.

So, today, we are going to be taking nouns as our root words.

We're going to be taking singular nouns, and we're going to be adding suffix to the end of these words to create plural nouns, more than one of them.

So, here's the outline for today's lesson.

We're gonna practise and apply turning nouns from singular to plural using the suffix, es.

We're gonna revise the rules of adding that suffix.

Then, we're going to use some strategies to practise.

And finally, we're going to apply the spellings in a sentence.

Let's get on with having a look at those rules when adding plural suffixes then.

Common nouns are names for people, places, or things.

They can be singular or plural.

Only one, one car, that is singular.

More than one, two cars.

Notice that my noun has become a plural noun, cars.

The spelling of a noun changes when it is a plural.

The suffix is s and es can show that a word is plural.

Here we have the word box, and I've added a jigsaw piece, my suffix there, es, to create boxes.

One box, five boxes, plural.

So, I've added that es suffix to the end of my word there.

And notice how my root word there hasn't changed.

This might not always be the case.

Let's have a look here.

Cat becomes cats, plural.

Singular dress becomes dresses.

And family becomes families.

Notice there that the root word changed, didn't it? I replaced my Y with an I, and then added es.

So, there are different ways to show a plural noun.

Sometimes we just add an S, sometimes we just add es.

Sometimes we change the root word and add ies.

The spelling of a noun changes if it is plural.

Sometimes we can just add the suffix, s, to the root word to create a plural noun.

Kettle becomes kettles.

Toy becomes toys.

Star becomes stars.

Ship becomes ships.

So, in these instances, we are just adding S to turn our singular noun into a plural noun.

We just said that suffix, S.

So, there's our initial first rule.

Sometimes we just add S.

The spelling of the root word does not change here.

How will these words change when S is added? I've got the word hat, flower, shop.

Have a look at the spelling of our root word here.

Do you think I need to change the root word at all? Do you think I need to add any other letters other than S? How do you think I'm going to spell hats, flowers, and shops? Pause the video and have a go now.

What a team.

So, let's have a look.

Hat becomes hats, flower becomes flowers, and shop becomes shops.

Notice how the spelling of the root word has not changed at all.

We've just had to add S to make the singular nouns into plural nouns.

When the root word ends in a consonant and then a Y, the Y is replaced by an I before adding a es suffix to make it a noun plural.

So, if I look here, party, it ends in that Y, and that Y, remember, can make an I or an E sound.

And the Y is proceeded by a consonant letter.

And here, it's T.

So, I remove the Y and I add ies to make parties, the plural of party.

Here, I have fairy.

I want to make the word fairies.

My Y is proceeded here by a consonant letter R.

So, I remove the Y and add ies.

And here, we have fly.

Fly there is also proceeded by an L.

So, I remove the Y and add ies.

So, this can be, remember, when the Y is making an I or an E sound.

And it can be easy to remember this rule as being remove the Y and add ies.

But we do have to be careful, 'cause in some words, we might not always have to remove that Y.

But in this instances, we remove the Y and add ies.

So, how will these words change when the suffix, es, is added? I've got the word, story.

Fly, fairy.

Have a look at the words.

Think carefully.

Remember, the spelling of that root word will help us to spell our new word.

I want to add the es suffix to make them plural, but there's something about each of these root words that I'll need to change.

Pause the video.

How will I spell stories, flies, and fairies? Off you go.

Brilliant job, team.

So, story.

I'm gonna add ies, because there's a Y before my, sorry, an R before my Y.

So, I remove the Y and add ies, stories.

Flies, exactly the same thing.

And fairy, exactly the same thing.

These are instances where we remove the Y and then add ies to turn our singular nouns into plural nouns.

If the Y though, and I mentioned this earlier, so maybe has to be really careful.

If the Y comes after another vowel and is part of a digraph, then we just have to add S.

So, have a look here.

Boy.

It's coming after the O, which is a vowel here, and it's part of a digraph.

So, two letters making one sound.

Boy, b-oy.

I can hear that oy.

And here, I'm just going to add the S, and it becomes boys.

Here, donkey.

My E and my Y, they're working together, it's making E sound.

They're a digraph.

And it's a vowel letter, isn't it? My E before my Y.

So, I just add the S to make donkeys.

And tray, ay, A or A.

It's a digraph there.

A and Y working together to make one sound.

So, I just add an S.

So, sometimes, we have to keep the Y and add S.

Remember, we are keeping that Y if it's coming after another vowel and it's part of a digraph.

The spelling of the root word here does not change.

So, how these words that end in a vowel digraph and a Y change, when the suffix S is added? Will they change at all? We have tray, toy, donkey.

Pause the video and have a think.

Remember, look at that root word.

Pause the video.

How would I spell trays, toy, donkeys? Off you go.

Excellent work, team.

So, looking here, we have tray.

Now, ay.

It's proceeded by that vowel, isn't it? It's passed for digraph.

I just add S.

Toy is the same, I just add S.

And donkey is the same, I just add S.

So, here, we keep the Y and we add S.

And remember that rule.

They're part of a vowel digraph.

So, the Y is preceded by vowel and they're part of a digraph.

So, that's when we keep the Y and just add S.

Remember, that might not always be the case.

Sometimes you might have to remove the Y and add ies.

So, if the noun ends in a sh, ch, double S or X, then we add the suffix, es, to turn them into plural pronouns.

Here, dish, like the dishes you might eat food off or the dishes you might need to clean becomes dishes.

Bench that you might sit on becomes benches.

Dress becomes dresses.

Fox becomes foxes.

Notice here, the spelling of the root word is not changing.

When words end in sh, ch, ss, or x, we just add es.

And there's our rule.

So, remember, if the word ends in sh ch, ss, or x, we just add es, and that root word doesn't change.

With that in mind, how will these words I'm about to show you change if the suffix, es, is added? Will they change? I've got the word wish.

Arch, like an arch you might walk through.

Glass or glass.

Box.

Remember, spelling of the root word will help us to spell the new word.

How will I spell wishes, arches, glasses or glasses, and boxes? Pause the video and have a go at spelling them now.

Think about our rule.

Brilliant, team.

So, wish becomes wishes, arch becomes arches, glass becomes or glass becomes glasses or glasses.

And box becomes boxes.

Remember our rule here for ends in sh, ch, ss, or x, we just add es.

And that root word doesn't change.

So, select the correct spelling here of each plural noun.

And let's have a check and see if you've been listening to those rules that we generated for either adding es or S to the ends of singular nouns to make plural nouns.

So, have a look here for me.

The fairies danced by the light of the moon.

We helped dad pack up all the boxes.

There were two churches in the village.

Ben cleaned the dishes after dinner.

Pause the video and select the correct spelling of each plural noun for each sentence now.

Off you go.

Great job, team.

So, let's have a look.

Fairy is my root word there, isn't it? And it's that y spelling for that E sound at the end.

It's proceeded by there an R, a constant letter.

So, I need to remove the Y and add ies to create fairies, plural.

(clears throat) We help dad pack up all the boxes.

Now, box ends in an X, doesn't it? What's our rule there? We just add es.

Church is our next one, church's.

Now, think about this one.

That spelling of church is the first one is a way of spelling it, but that will be possessive of our apostrophe S there.

We are looking for plural.

And church, ch, ch, ends in that ch.

We just add es.

And finally, Ben cleaned the dishes.

Now, think about this one.

Dishes.

Hmm? Dish.

Dish, sh spelling, there.

We just need to add es.

That's our correct spelling.

How did you do? Pause the video and have a look.

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

I'm gonna say the words to you.

Consider what the root word, the singular noun might have been.

Consider how that might have been spelled and think about the rules that we've generated.

So, our first word is benches.

My turn, your turn.

Benches.

There were many benches in the park.

The second word is dresses.

The shop window was filled with dresses.

The next word is skies.

Skies.

And finally, foxes.

Foxes.

So, we have benches, dresses, skies, foxes.

They're all plural nouns.

Consider what the singular noun might have been, how it's spelled.

And that's gonna help you know how to spell the plural noun.

So, I'm gonna say them one more time.

Benches, dresses, skies, foxes.

Pause the video and have a go writing those words now.

Off you go.

Brilliant work, everyone.

So, some excellent handwriting, some brilliant applications of the spelling rules that we've been looking at.

Let's have a look at how you've done them.

So, first one, benches.

Now, bench and again, ch there.

So, I know I just need to add es.

Benches is how it's spelt.

The next one, dresses.

Again, dress, d-r-ess, double S at the end for singular.

So, I just add es.

The next one was sky.

Now, sky is S-K-Y, isn't it? S-K-Y.

And it's proceeded there my Y for that I sound by a consonant letter.

So, I remove that Y and add ies.

And finally, we had foxes, fox with an X.

And so, I just add es.

Really great job.

Pause the video, make any corrections, share your any magical mistakes.

And also celebrate your successes.

Pause the video, make any corrections now.

Onto then our next learning cycle, which is gonna be strategies to practise.

So, let's read the following word.

My turn, your turn.

Learn.

Learn.

We love to learn new things.

Learn.

What do you notice about the spelling? Well, one thing I've noticed is the letters ear aren't making an ear sound like your ear.

They're making an er sound like in the word earth or urn.

It's a strange spelling to be making that ear sound, isn't it? It's good for us to know though, 'cause it appears very commonly.

And in fact, it's a curriculum word, this word, which we have to remember and it's very helpful to know for our reading and writing.

So, remember this spelling, learn.

He likes to learn.

With that in mind, which of these is the correct spelling of the word learn? Which spelling is making that er sound? Pause the video and point to it now.

Excellent job.

Absolutely it is B.

Now, the others may have made phonetic sense, but we know it's that ear, spelling for that er sound.

That's the spelling of the word learn.

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

So, knowing our rules for adding our es suffix is important, but practising the spellings is also really important.

Really helps embed them into our memory.

When you practise, you remember the words more easily.

You get better at noting how the words are spelled and you feel more confident when using them.

There are many different strategies to use to practise spellings.

We are going to try a strategy today called the pyramid letters strategy.

My turn, your turn.

Pyramid letters.

Brilliant.

Pyramid.

Such cool strategy.

So, we're gonna try this with that curriculum word that we've just looked at.

Learn.

So, I start by writing L first of all, the first letter in it.

And I start at the top of my pyramid.

And you'll see how this is formed.

And then, I write L-E, so that write letter L again.

And then, my E, 'cause it's the next letter.

And then, I write L-E-A, 'cause that's the next three letters in learn.

And then, you might have guessed it, L-E-A-R.

And then, what do you think my final five letters are then going to be? L-E-A-R-N.

So, I got L, L-E, L-E-A, L-E-A-R, L-E-A-R-N, learn.

So, I end up spelling the word learn at the base of my pyramid.

The pyramid strategy helps us in several ways.

The first one is through visualisation.

We are seeing each letter very carefully in the word and we're getting to consider which parts of the word that might be tricky to spell.

We also are doing repeat copying.

We're repeating each letter again and again.

And this helps us to focus on each letter in the word and repeat copying it helps us to remember it.

And finally, it gets us to work on our handwriting, which is really great.

If we use our cursive handwriting, it'll help us to remember the spelling even better.

And it really then works on our motor memory, that link between our hand and our brain.

So, how does the pyramid strategy help us? Pause the video.

Have a look at A, B, C, and D.

A says, it makes us pay close attention to a spelling.

Looking at each letter in turn.

B says, by chunking up words into syllables, it can help us learn longer words.

C says, it helps us to remember the spelling by repeat copying.

And D says, writing from memory helps reinforce the spelling in our mind.

Hmm.

So, which one of these does the pyramid strategy help us with? Which ones? Pause the video and let 'em now.

Good job, team.

Let's have a look then.

A, yes, it does help us to pay close attention to the spelling by looking carefully at each new letter, 'cause we are writing out in rows, aren't we? One letter, two letters, three letters, and so on and so forth.

I don't know if it helps us by chunking the word into syllables, but it does help us to remember the spelling by repeat copying, because we're copying out each part over and over again.

Brilliant.

So, I'd like you to choose three words to practise using the pyramid strategy with.

You're gonna choose the words that you found most difficult from the lesson so far.

So, choose three words, have a go at using our pyramid strategy to write them out letter by letter.

Pause the video.

Off you go.

Brilliant job, team.

So, you should hopefully on your piece of paper, have something that looks like this.

I've practised the word learn here.

And you can see, I've done L, L-E, L-E-A, L-E-A-R, L-E-A-R-N.

So, I've got finally that word learn at the base of my pyramid.

Brilliant.

I'm hoping you've got three that look just like that using that pyramid strategy.

Did you manage to spell them correctly? Did you have fun? Pause the video.

Make any corrections if you need to.

Share your favourite pyramid to someone around you.

So, onto our final learning cycle then.

We're gonna apply some of the spellings and some of the rules that we've looked at today within a sentence.

So, we are going to write a sentence containing some of our focus spellings.

Remember, we today have been adding that es suffix to create plural nouns.

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

So, it's really take our time doing this.

Perhaps even have a brain break before you start this activity.

Remember the whole sentence.

Sound out each word.

Think of those spelling rules.

So, think of those rules for adding that es suffix that we've looked at today.

Look out for common exceptional curriculum words.

Remember that curriculum word learn that we learned today.

And remember our sentence punctuation, capital letters, full stops, any comments that might be in our sentence.

So, just listen to me say the sentence first of all.

Tomorrow, we will learn about foxes that hide under benches.

Tomorrow, we will learn about foxes that hide under benches.

So, we're gonna use some strategies now to help us remember this sentence, because it wouldn't be fair for me to just say it to you and expect you to go off and write it.

We need to put it into our memory, don't we? And then, you consider each word carefully.

So, the first one is tapping out.

I like to see this on my head.

Tomorrow, we will learn about foxes that hide under benches.

Tomorrow, we will learn about foxes that hide under benches.

I find tapping out helps me to make sure I've had each syllable in a word, so I don't miss any sounds.

Pause the video.

Tap that sentence out now.

Good job.

Great seeing some of you tap that on your head and your shoulders.

Brilliant.

The next one, whispering it.

Tomorrow, we will learn about foxes that hide under benches.

Pause the video now.

Whisper that to see yourself or to someone around you.

Off you go.

And finally, we're gonna count the words on our fingers.

Tomorrow, we will learn about foxes that hide under benches.

Tomorrow, we will learn about foxes that hide under benches.

I made that 10.

Pause the video and count that out now.

Make sure you've got all of those words in your sentence.

Go.

So, what are you gonna do now? You're gonna have a chance to write the sentence and I'll say it one more time.

Remember to sound out each word, look out for those curriculum or common exception words.

Think about your rules.

And remember, capital letters, full stops, any commas that might be in there.

Tomorrow, we will learn about foxes that hide under benches.

Pause the video, write that sentence now.

Excellent job, team.

Really well done.

Can see some excellent handwriting, some brilliant application of our suffix rules that we've been looking at today.

And really careful thinking of how to spell our curriculum word there too.

Really good job.

Let's have a look then.

Let's check our work and make any corrections.

So, tomorrow.

Needs to have a capital letter, obviously.

And also, I've got a comma here too.

So, we'll come back and talk about that in a moment.

We will learn.

Oh, that curriculum word.

It's that er, er, but it's spelled ear.

About foxes.

Now, that root word fox there ends in an X.

But if it ends in an X, we just add es, don't we? That hide under benches.

And that root word bench there.

And we know ch, we just add es.

Obviously, we need to have a full stop at the end of our sentence.

And here, we need a comma after our fronted adverbial of time.

Tomorrow, we all learn about foxes that hide under benches.

How did you do? Brilliant job, everyone.

Double check.

See how you did with spelling of learn, foxes, benches, and any of the other words in the sentence.

What did you learn? You made any magical mistakes? What successes have you had? Pause the video, make any corrections, and share your learning now.

Off you go.

So, really great job in spelling today, everyone.

Today, we've been practise and applying turning nouns from singular to plural by adding that suffix, es.

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

Adding s or es to a noun creates a plural more than one of it.

When using the es suffix, there are two key spelling rules.

We often remove the Y and add ies, but do remember we sometimes keep the Y.

And if the word ends in sh, ch, ss, or x, we just add es.

Great spending today, everyone, and I'll see you again soon.