Lesson video

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 practise and apply turning nouns from singular to plural.

The outcome is, "I can use a range of strategies to practise turning words from singular to plural." Here are the key words for today's learning.

Might turn, your turn.

Suffix.

Plural.

Singular.

Root word.

Noun.

So let's have a look at what these words mean then.

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

A plural means more than one.

Singular means only one.

Notice it has that word single in it, doesn't it, meaning one.

A root word is the base word from which other words are formed, often by adding a prefix or suffix.

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

So today we are going to be taking nouns as our root words, and we're going to be adding a variety of suffixes to those nouns to turn them from singular to plural.

Here is the outline for today's lesson.

We are going to practise and apply turning nouns from singular to plural.

We're going to revise the rules for turning nouns from singular to plural.

Then we're going to have a look at some strategies for practising.

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

Let's get on with revising the rules for turning nouns from singular to plural.

Common nouns name people, places, and things.

They can be singular or plural.

Only one, singular.

More than one, plural.

The spelling of a noun changes if it is plural.

The suffixes s and es can be added to our singular nouns to show that they are plural.

For instance here, I have my singular word dog.

The dog ate its bone.

And I could make this plural to refer to more than one dog.

The dogs ate their bones.

And here you can see I've just added the suffix s to my root word dog to turn it from dog to dogs and make it plural.

Here is it in action again.

Hen.

The hens laid their eggs.

Now I've turned it to hens.

So, we had singular hen.

The hen laid its egg, and now we have plural hens.

The hens laid their eggs.

Here we have singular bus.

I want to turn this plural, buses.

I add es this time.

Notice how I can both add an s and an es in some instances to turn a word from singular to plural.

Here we have the root word, baby.

I want to make this plural, more than one baby.

It becomes babies.

And notice here how the y has been chopped off and I've added ies.

So, there are different rules around adding suffixes and how the root word changes.

And we're going to review these today.

There are different ways to show a plural noun.

The spelling of a noun changes if it is plural.

Sometimes we can just add the suffix s to the root word without changing it, and it becomes a plural noun.

On the last slide, we looked at those examples, didn't we? Dog becomes dogs.

Hen becomes hens.

Here are a few more.

Girl becomes girls.

Tree becomes trees.

There are many trees in the forest.

Singular, spoon.

Plural, spoons.

Singular, truck.

Plural, trucks.

So in some instances we just have to add our s suffix to turn our nouns from singular to plural.

How will these words change when the suffix s is added? Hen.

Spoon.

Girl.

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

So have a look at these words.

How am I going to spell hens, spoons, girls? Is that root word going to change? What do you think? Pause the video and have a go at spelling those words now.

Good job, all.

So let's see.

Hen becomes hens.

Spoon becomes spoons.

Girl becomes girls.

You'll notice here that we have just added our suffix s to the end.

Great job.

Just add s.

However, when the root word ends in a consonant and then a y, the Y is then replaced with an i, and then we add our suffix es, and this es suffix, similar to our s, shows that the word has been changed from singular to plural.

So, here I have the word family.

It's my root word, my root noun.

It ends in a y.

And before that y there is a consonant, an l.

I'm gonna remove that y, and add ies to turn it into families.

Family singular, families plural.

Here I have singular, story.

This is whereby I need to add es to make it plural.

Hmm, but it's ending in a y, and proceeding that y is a consonant, r.

So I need to remove the y, add an i, and then add es as my suffix.

And here we have fly.

Like the fly that might buzz around and annoy you.

I want to turn this into flies.

Hmm.

I wonder how I'm going to do that then.

Well, it's ending in a y.

And before the y is a consonant.

So I remove the y and add ies.

So, remember, family, story.

Both make an e sound with that y.

And fly makes an i sound with that y.

So this can be when the y is making an e or an i sound as well.

Important thing to remember here is if it ends in a y and that y is proceeded by consonant and making e or an i sound, we remove the y and add ies.

It can be easier to remember.

Remove the y and add ies.

How will these words change when we add our plural es suffix then? Here we have the word story.

Fly.

Fairy.

Remember, look carefully.

Our root words here, story, fly, and fairy.

I want you to have a go at turning 'em to plurals by adding es.

What's going to change about the root word? I want you to try writing the word stories, flies, and fairies for me now.

Pause the video and write them or spell them.

Off you go.

Good job, team.

So I can see here that all of these words end in y, don't they? And the important thing here is they're proceeded by consonant as well, and they're making over an i or an e sound.

So story is going to become stories.

I remove the y, add ies.

Fly becomes flies.

Remove the y, add ies.

And fairy.

Sure, you've got this one.

Remove the y, add ies.

So here we go.

This is our rule.

Remove the y and add ies.

If the y, though, comes after another vowel and is part of a digraph, so two letters making one sound like ay making the A sound or oy making the OY sound, then we can just add an s.

So look carefully at words ending in y, because sometimes you might not need to chop off that y and add ies.

For instance, the word toy here.

OY here is acting as a digraph, two letters making one sound, and it's a vowel preceding my y, so I just add s.

Key here, like the key I would use to unlock a door, ey, both working together as a digraph, key to make that e sound, and it's a vowel preceding my y, so I just add an s.

And here, tray, like a tray of chocolates or the tray that might be under your desk.

T-R-A-Y, tray, ay there is digraph, and it's a vowel coming before my y, so I just add an s.

So sometimes we can keep the y and add an s.

And remember this is when that vowel is preceding your y and it's working as a digraph, two letters making one sound.

So, how will these words that end in a vowel digraph of a y change when the suffix s is added? Tray.

Boy.

Monkey.

Look at that word carefully.

Remember, looking at the spelling of the root word can help us to figure out the spelling of our new word.

So I want you to turn these into plurals by adding the s suffix.

Does the root word need to change at all? I want you to have a go at spelling or writing trays, boys, monkeys for me now.

Pause the video.

Off you go.

Good job, team.

So let's see how you did then.

Well it's a digraph at the end, isn't it? And it's a vowel coming before my y consonant, so I just add an s.

And it's the same with boy.

It's a different sound this time.

So in tray we had A, in boy, we have OY, and in monkey we have an E.

But again it's ey there working together.

It's my vowel coming before my y.

And they're working as a digraph.

So I just have to add an s.

So sometimes we keep the y and add an s.

So let's have a look at some words, then.

Select the correct spelling of each plural noun for me.

I'll read the sentences to you.

Look at the mess the boys have made.

The family shared a picnic on Sports Day.

Stack up the trays neatly for lunch.

Pause the video and select the correct spelling for each one.

Consider the root word.

Good job, team.

So, look at the mess the boys have made.

Boy is my root word there.

B-O-Y, o is a vowel before my y.

So I just need to add an s.

They're working as as a digraph.

Family.

Oh, now think about family is my root word.

It's that y spelling, making that e sound, and it's preceded that y by a consonant.

So I need to remove the y and add ies to make it plural.

And trays, that A.

A is a digraph, ay, vowel before my y.

Just add an s.

Pause the video and see how you did there.

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

I'm gonna say some words to you and you are going to have a go at writing them.

Really take your time with this and consider how the root words are spelled, 'cause that's going to help you with turning them from singular into plural here and adding either our s or our es suffix to the end of the words.

The first word is families.

The families enjoyed their holiday together.

The next word is trucks.

The trucks drove down the road.

We then have flies.

The flies flew around the rotten piece of fruit.

And finally we have keys.

I have five keys on my key chain.

So we have families, trucks, flies, keys.

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

Off you go.

Good job, team.

Let's see how you've gotten on them.

So, first word was families.

Now my root word family here is that e sound, but with a y spelling.

So I need to remove the y, add an i, and then my es to make it plural.

So this is my correct spelling.

My next one, trucks.

This is one of those examples where we just need to add our s.

It ends in two consonant letters.

Then we have flies.

That's that I sound but with a y spelling.

We need to remove the y and add ies.

And finally we had keys.

Now this ends in a y, but this is this instance where it's proceeded by a vowel and it's working as a digraph, so I just have to add an s.

That's my correct spelling of keys.

Pause the video and see how you did.

Okay, onto our next learning cycle then, which is strategies for practise.

Let's begin this learning cycle by having a look at a curriculum word.

Let's read the following word together.

Thought.

Thought.

Strange spelling for a word that sounds like that.

Have a look.

What do you notice about the spelling? What might make it tricky? Pause the video.

Have a think.

Good job.

So, it contains a spelling string, O-U-G-H, which is quite a tricky one, but there's a way we can remember this.

We can use a mnemonic device, O-U-G-H, oh you grumpy hippo, to help us remember the order of the letters when writing it.

So here's my grumpy hippo.

So I have TH, oh you grumpy hippo, T.

O-U-G-H-T.

T-H-O-U-G-H-T spells thought.

I thought of an idea.

Let's use the O-U-G-H mnemonic to help us remember the spelling.

It is a curriculum word and it's helpful for us to remember 'cause it appears a lots in our reading and writing.

So remember that mnemonic, O-U-G-H, oh you grumpy hippo.

Pause the video.

Point to the correct spelling of the word thought now.

Great job.

Absolutely.

Oh you grumpy hippo.

O-U-G-H.

It's this one here.

T-H-O-U-G-H-T.

So spelling rules can help us to know how to spell words.

And we've generated some spelling rules today, haven't we? Just adding s, removing the y and adding ies.

And then sometimes when it ends in a y, just adding an s as well.

But practise is also really helpful for getting us to remember spellings.

When you practise, you remember the words more easily and you get better at noting how those words are spelled.

There are many different strategies we can use.

And today we are gonna focus on a really cool strategy that's called colour blocking.

The colour blocking strategy helps us in several ways.

First of all, we have to look at the word and really pay close attention to how it's spelled and notice any tricky bits about it.

Then we block the word into sections.

You can decide to chunk the word up into whatever you want.

It could be split by syllables, by tall or short letters, senders to senders.

This can really help when learning longer words in particular 'cause we break them down into different chunks.

Next, you colour each block in a different colour.

So you get to use colours during this strategy, which is really fun.

You can use colouring pencils or pens.

This helps to reinforce the sections of the spelling in your mind, so you can break 'em down into different colours.

Then you look at your sections and you try and visualise it with your eyes closed.

So this is you then looking away from it.

And this is you remembering that spelling and thinking, okay, it's broken down into this block, this block, and this block.

And then finally you have a go at writing it.

So this is where you look, you block, colour, look again and visualise, and then you write.

And then you check to see if you've got it right.

So, let's try this with thought, which is that curriculum word that we've been looking at.

So let's look closely at it.

I'm looking.

It's got that strange O-U-G-H, hasn't it? I think I might block that together.

So I've got thought here.

I'm looking at it.

I then chunk it into blocks.

And I've decided to do this like this with that th th T-H in one block.

My O-U-G-H, my oh you grumpy hippo in another block.

And then my ending T to end there.

I then colour in these blocks, Get to colour them.

There you go.

I then look and visualise.

Okay, I'm looking very carefully, really carefully.

I've got three blocks.

TH O-U-G-H T.

I then have a go at writing it.

Thought.

Brilliant.

So, what order does this strategy go in, our colour blocking strategy? Pause the video and put these into the correct order now.

Brilliant, everyone.

So first job, always, looking at the spelling.

I think we have use most of our strategies, don't we, to notice and really carefully look at the words and know how to spell it and think about any difficult bits about it.

Then we have to chunk our spelling.

Think about how we're gonna break that spelling up.

I then have to colour those different blocks in.

I then visualise it.

Stick it into my memory.

I then have a go at writing it, and checking back to see if I spelled it right.

So, the order is look, chunk, colour, visualise, write.

So I want you to have a go now at using this strategy.

I've picked the words thought, flies, and families.

But I'd like you to choose three words from this lesson that you have found most difficult, that you think you need most practise with.

You could use these three words or you could really take some responsibility for your own learning and pick the three that you think you need to look at the most.

So I'd like you to pick three words and have a go at using the colour blocking strategy.

So I'd like you to pause the video now and have a go at using this strategy.

Off you go.

Great job, everyone.

Let's see how you've done them.

So, mine have come out looking like this.

I decided to block thought into the three parts as we'd already done.

I decided to block flies into two parts.

And I decided to block families into three parts.

And this really helps me to then practise spelling these words, 'cause I noticed the different sounds in each word.

I noticed the different parts of each spelling.

It's a really useful strategy.

So, I'd like you to have a look at your spellings.

Did you manage to spell 'em correctly? And did you enjoy practising ? Share your favourite colour block with someone around you as well.

Pause the video and make any corrections now.

Onto then our final learning cycle.

I'm gonna have a go at applying some spellings in a sentence.

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

And remember today we've been focusing on turning nouns from singular into plural.

So 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 your spelling rules.

So think about our spelling rules of turning singular nouns into plural.

Think about how we're going to add s or es.

And then we need to look out for any common exceptional curriculum words and that curriculum word we've looked at so far today is thought, remember? And finally, we need to remember our sentence punctuation.

Capital letter and full stop.

So, I'd like you to just listen to me say the sentence that we are going to be writing first of all.

Just use your ears.

The boys and girls thought about dogs, flies, and monkeys while they listened to stories in class.

The boys and girls thought about dogs, flies, and monkeys while they listened to stories in class.

So we can use some strategies to help us remember this sentence now.

First one is tapping out, using your head, shoulders.

Okay on the floor, on your table.

Doesn't matter.

As long as you're tapping it.

The boys and girls thought about dogs, flies, and monkeys while they listened to stories in class.

Have a go at tapping that sentence out now.

Good job.

Let's have a go at whispering it.

The boys and girls thought about dogs, flies, and monkeys while they listened to stories in class.

Pause the video and whisper it now.

Good job.

And finally counting the words.

The boys and girls thought about dogs, flies, and monkeys while they listened to stories in class.

The boys and girls thought about dogs, flies, and monkeys while they listened to stories in class.

Pause the video and count that out now.

It's quite long.

Take your time.

Okay, so, you can have a go now at writing the sentence.

Remember to sound out each word.

Look out for any of those common exceptional curriculum words and consider sentence punctuation.

Capital letters, full stops, and any other punctuation, commas for instance, that might be in the sentence.

Also, give consideration to any of those words that have gone from singular to plural today.

I'm gonna say the sentence one more time.

The boys and girls thought about dogs, flies, and monkeys while they listened to stories in class.

Pause the video and write that sentence now.

Brilliant job, team.

So let's check our work and make any corrections now.

The, obviously needs to have a capital letter.

Boys, plural, s.

Just gonna add an S there 'cause it's our O-Y-S.

It's that digraph.

There's a vowel coming before our y consonant.

And girls.

Singular girl.

Just adding an s there.

We have two consonant letters for our plural, s.

Thought.

Remember, T-H, and then our oh you grumpy hippo.

Remember that mnemonic.

And then our T.

Remember, you can use those strategies to help you with that as well.

We've used colour blocking today, haven't we? So the boys and girls thought about dogs, comma now, 'cause we've got a list, flies, and monkeys.

And I should say, this isn't actually a list of actions, is it? It's a list of nouns, but we'd still need to use a comma even if it was a list of actions.

So we have dogs, flies, and monkeys.

Now, dogs and monkeys, we are just adding s here.

Fly though has changed it a bit.

That root word fly is F-L-Y.

We remove the y and add ies, while they listened to stories.

And listen here.

Stories.

Root word ends in a y.

Remove the y, add ies, in class, and of course we need a full stop there.

What did you learn here? There were quite a few plural words here, weren't there, that have been changed from singular to plural.

So added either an s or an es or an ies suffix.

Pause the video, share any magical mistakes, share any successes, and make any corrections now.

Off you go.

Really great work today, everyone.

Today we've been practising and applying turning nouns from singular to plural.

We've been adding some suffixes to the end of words.

And a suffix is a letter or group of letters added to the end of a word that creates a new word.

We've been adding the s or es to nouns to create plurals.

If the root word ends in a consonant and then a y, then the y is replaced with an i before adding our es suffix.

If the root word just ends in a vowel digraph including a y, then we just add s.

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