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, 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 spelling words using the suffix -ed, and we're gonna be looking at some rules you may already know as well as some alternative rules.

The outcome will be, I can spell words using the suffix -ed, when you change the Y to an I or double the consonant.

Here are the key words for today.

My turn, your turn.

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

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

It creates a new word.

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

And today we're gonna be looking at that -ed suffix.

The past tense shows that the action happened before now, it happened in the past.

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 a teeth, tongue, lips, or palette.

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

So today we are going to be adding our suffix -ed to the end of root words to create past tense verbs.

Here's the outline for today's lesson.

We're going to be spelling words with the suffix -ed using alternative rules.

We're gonna look at generating more rules when adding the -ed suffix.

And then we're gonna practise and apply spellings and write a sentence that use some of these spellings.

Let's get on with generating some rules for adding our -ed suffix.

So remember, a suffix is a letter or group of letters at the end of a word, which creates a new word.

Here I've got my root word jump, and I add my -ing suffix to create the word jumping.

Jump is my root word, and I've added -ing as the suffix.

Here I've got the root word smile, and I'm adding my -ed suffix, that suffix we are looking at today.

It creates the word smiled.

Notice here how the root word jump didn't change when I added the -ing suffix, but my root word smile did change.

I removed the E before adding my -ed suffix.

Sometimes adding suffixes affects the root word.

There are lots of different types of suffix.

These are just two examples, and there are some different rules about how the root word changes when we add the suffixes.

You may know some of these rules already and we are gonna generate some more of them today.

So let's have a read of these words: walked, helped, cried, worried, danced, closed, stopped clapped, pause the video.

What do you notice about all of these words? What do they contain? Great.

Absolutely.

They all end in that -ed suffix.

These are all verbs in a past tense.

Now verbs are doing or being words, aren't they? I walked into the room, and that means that action has already happened.

I helped my little sister.

That action again has already happened.

It's the past tense of that verb help.

These words follow different rules for when the suffix -ed is added.

Some of the words have changed here.

Some of those root words, some of the root words have stayed the same.

And we're gonna be looking at the way those changes happen today.

What rules can you remember, I wonder, about adding our -ed suffix? Pause the video.

Have a think.

What rules can you remember about adding the -ed suffix? Well done.

I can see lots of you thinking very hard there.

Absolutely.

Sometimes we just add that -ed suffix to the root word, it doesn't change.

I mean also thought about that rule of if the word ends in an E, remove the E and add -ed.

But there are some other words here where the root words changed in different ways and we're gonna be considering those today.

So have a look here for me, choose the correct words to complete these sentences.

I can see six words below.

I'm gonna read the sentence to you and then you are gonna fill in the blanks, choosing three of the words from below.

Some of them will work, some of them won't work.

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

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

Pause the video and select the correct words and complete and say the sentence for me now.

Well done team, let's go through and see how you did then.

<v ->ed is a type of suffix,</v> absolutely something that comes at the end of a word.

When -ed is added to the end of a word, it usually shows there past tense.

So actions that have already happened.

Brilliant.

Pause the video now and read that whole sentence.

So we've already generated two rules, or you may already know from your learning to rules, just adding -ed to the root word and removing an E, and then adding -ed.

'cause we don't want to have two Es before the D at the end of the word.

Here you go, walk, help, and play.

I just add -ed.

And it's often when the root word ends in two consonants.

Remember consonants, those sounds made by the blocking of the air in the mouth.

And I can see L and K, L and P as two consonants.

A and Y are not two consonants.

This was a rule that we looked at, wherever it ended with a Y and the Y was proceeded with a vowel, making an A or an oy sound, then we just added -ed.

And you can see in our other column, removing the E and adding -ed, smile, bake and hope all ended in E.

The root web ends in an E.

We remove it and add -ed.

So these are the two rules that you may know already.

We're gonna look at some more today.

Look at what happens when the suffix -ed is added to these verbs, these doing or being words.

My root word is worry.

I want to add my -ed suffix.

Look what happened here.

The Y has been removed.

I've added an -ied.

My root word here is carry.

I want to make the word carried.

Look at what happens.

The Y is removed and I have -ied.

And here we have cry.

Look at what happens.

The Y is removed and I add -ied.

What do you notice is happening to each of our root words here? What do they all end in and what is then being removed and added? Pause the video and think now.

Brilliant.

Absolutely.

If our root word ends in the Y here, we remove that Y and we add -ied.

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

This can be when the Y is making an E or an I sound 'cause that Y spelling can make either an E or an I sound.

Hurry is making that E sound, it's going to become hurried, -ied.

Married that Y is making an E sound, it's going to become married, -ied.

Try, here are Ys making that I sound not an E sound and it's going to become tried, -ied.

Remember though, there are exceptions.

Not all words that end in a Y are going to remove the Y and add an I before the -ed.

If the Y comes before another vowel and is part of a digraph.

So think about this, AY making that A sound, OY making that oy sound.

It doesn't follow this rule.

So there are some exceptions.

Think about the word play.

We just add -ed because that Y is proceeded by a vowel, it's making a digraph with two letters, making that one A sound.

For instance, play here becomes played.

We don't remove the Y and add an I there.

So there are some exceptions to this rule.

Watch out for these.

So what will the spelling of these words be when the suffix -ed is added? Remember our rule removing the Y, then adding -ied.

Here our root words are my turn, your turn: carry, cry, hurry.

I'd like you to turn these into the words carried, cried, hurried.

Think about that root word.

What do you need to do to it before adding your suffix? Pause the video and have a go at spelling those words now.

Great job.

Remember we had a little person on the right here helping us as well, saying remove the Y and then add -ied.

So let's see how you spell carried.

Carried would be spelled C-A-R-R-I-E-D.

Remove that Y at -ied.

That Y is preceded by consonants.

Cry, where Y makes that I sound, C-R-I-E-D.

And hurry that Y making that E sound proceeded by the consonants is going to be H-U-R-R-I-E-D.

The spelling of the root word can help us to spell the new word with our -ed suffix on it.

Remember if ends in that Y.

We are going to remove the Y and add an -ied, but watch out for any exceptions.

Now look at what happens when the suffix -ed is added to these verbs.

Stop, that's gonna become stopped.

Hmm? Jog becomes jogged.

Jog is like a light run.

Plan becomes planned.

Hmm.

I can see something happening here, I think.

What do you notice? Pause the video.

What's happening when we add the suffix -ed to these verbs? Great.

Absolutely.

We can see here that the final consonant in these words, P, G and N, has been doubled each time before adding our -ed suffix.

This pattern helps us to pronounce the words correctly, stopped, jogged, planned.

Doubling that consonant means we really emphasise that consonant at the end before adding our -ed.

These root words contain a short vowel before the final single consonant and short vowels are ah, eh, ih, oh, ah.

Listen out for them.

Hop, ah, ah, before our single consonant.

So we double that consonant and add -ed.

Beg, eh, eh, short vowel before our G consonant.

So we double that consonant and add -ed.

Slam, like a slammed the door.

Ah, ah, short vow before our M consonant single M.

So we double the M and add -ed.

Watch out for short vowels when you add a suffix, as you often need to double the consonant.

How will these words change when the suffix -ed is added? And here we have our little person giving us our hint.

Double that consonant, then add -ed and listen out for that short vowel sound.

We have clap, plan and rob and I want you to think about how I would spell clapped, planned, robbed.

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

Brilliant.

Let's have a look at then.

Remembering that looking at the root word carefully and thinking about it can help us spell the new words.

I look at the word clap.

Ah, ah, short vowel before my single consonant P.

I'm gonna double that consonant and add -ed.

Plan, A, ah, ah.

Not a long a sound there.

Short vowel, double my N add -ed.

And rob ah, ah, before my B consonant there.

I'm gonna double the B and add -ed.

The final consonant is also doubled in these words: referred, commit becomes committed.

Control becomes controlled.

Notice how I've doubled that final consonant in each of these words before adding my -ed suffix.

These root words have two syllables, refer, (clapping) commit, control, and the final syllable is stressed.

And by stressed I mean you can really clearly hear it.

Refer, that -er syllable is stressed.

Commit, that -it syllable is stressed.

And controlled, that -ol syllable is stressed.

They end in a single vow letter followed by a single consonant letter.

So here we double that consonant and then add our -ed.

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

Listen to offer.

Now compare that to refer that er is very stressed.

I make you an offer.

Doesn't quite have the same stress upon it, does it? It's unstressed.

And in this instance we would then just add -ed to the end of it.

You have to really listen out for those stressed and unstressed syllables and vowel sounds there.

Which rule is used for each of these word pairs below? I have enter and entered, expel and expelled and visit and visited.

Am I just adding -ed or am I doubling the consonant and then adding -ed? Pause and match the pairs now.

Good job team.

So let's have a look at enter and entered.

Well I can see that I've just added my -ed and let's think about that.

En, enter.

It's not stressed.

I don't say enter and really stress that -er, that syllable at the end, it's enter.

So entered.

I'm just adding -ed.

Expel, expel, expel, my second syllable there's stressed isn't it? So I'm going to double that consonant that L and add -ed.

And then visit, visit, visit.

I'm just adding -ed to this one here.

Like I went to visit someone, I visited them.

That's our past tense verb.

So we've generated two new rules so far today.

We have generated a rule where we remove the Y and add -ied, but watch out for any exceptions like play.

And we've also generated some rules where we double the consonant and add -ed.

But also remember to think about stressed and unstressed sounds.

So when we remove the Y, add -ied, here are some examples: hurry, cry and carry.

The root word ends in a Y and it's making our E or our I sound there.

And when we double the consonant and add -ed, like hop becoming hopped, jog becoming jogged or commit becoming committed, the root words are one syllable with a short vowel or two syllables (clapping) with a stressed final syllable.

So hop, single syllable, short vowel, double the P add -ed.

Jog single syllable, short vowel sound, single consonant, double it, add -ed.

Commit, that it, eh, eh is stressed.

It my second syllable is stressed, so I double the T and add -ed.

So which rule is used here? I've got fry becoming fried, jog becoming jogged and prefer becoming preferred.

Think about the stress on there.

Do I double the consonant and add -ed or do I remove the Y and add -ied.

Pause the video, match the pairs now.

Well done.

Fry, that Y is making that I sound.

I remove the Y and add -ied.

Jog, ah, ah, short vow there followed by single consonant.

Double the const and add -ed.

And prefer, two syllables and that second syllable is stressed, prefer, er, stressed.

So I have to double my R and add -ed.

So I've got a practise task for you now.

I want you to put the root words into the correct columns in the tables to show what's gonna happen when we add our -ed suffix to them.

Are you gonna remove the Y and add -ied or are you going to double the consonant and add -ed? Let's read them.

Try, hop, commit, hurry, carry, clap, pause the video and put these in the correct columns now and have a go at spelling the new words with the -ed suffix added.

Off you go.

Great job team.

Let's see how you've done then.

So try became tried.

That Y was making an I sound, we removed it and added -ied.

Hurry, that Y is making an E sound, we removed it and added -ied.

Carry, that Y was making an E sound, we removed it and added -ied.

Hop, short vowel followed by a single consonant.

We doubled the consonant and added -ed.

Commit, two syllables and my second syllable was stressed.

Commit, it, it, very clear.

Doubled the consonant, add -ed.

And clap, single syllable, short vowel sound, ah, ah, single consonant.

Double the consonant add -ed, becomes clapped.

Pause and see how you did.

So I'd like you now to have a go at adding the suffix -ed to these verbs.

We've got fry, stop, marry, control, pause the video and add the -ed suffix.

How's the root world going to change? Off you go.

Great job team.

So fry, I've seen this one like this.

It ends in that Y making that I sound.

We need to remove the Y and add -ied.

Stop.

I've seen this one like this.

Now be careful it stopped and I know it sounds like T, but it's our -ed spelling isn't it, for that past tense verb? Ah, ah, short vow, single consonant, double the consonant, add -ed.

Marry, now be careful with this one, it ends in that Y doesn't it? And it's that Y making that E sound.

Although we have two syllables here.

Okay, we are still going to remove the Y and add -ied from married, the couple got married.

And control.

Control.

Let's think about this one.

Control two syllables.

My second syllable is stressed there.

So I'm going to double that consonant, double the L and add -ed.

Well done, check and see how you did.

Onto our next learning cycle then.

We're gonna practise and apply spellings and write a sentence using some of the rules we've generated today.

So let's read the following word, busy.

My turn.

Your turn.

Busy.

Hmm.

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

It's quite strange, isn't it, busy? The U there sounds like an I and the S sounds like a zz, a zed or a Z.

So busy, busy, busy.

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

So remember that U is making an ih sound, busy, and that S is making that zz sound busy.

So be careful with this word.

How is busy supposed to be spelled? Which word here is spelled correctly? Pause the video.

Point to it now.

Great job.

I had a busy day.

Remember it sounds like ih and a zed doesn't it? But we know it's not.

It's that B-U-S-Y, B-U-S-Y spells busy.

So we're now going to practise spelling words using the two rules that we've generated today if adding the -ed suffix.

Remember the two rules are removing the Y and adding -ied and doubling the consonant and adding -ed.

Here are both of those rules in action.

Remember we're removing that Y and adding -ied, that root words are ending in a Y, which is making an I or an E sound.

And remember when we're doubling that consonant, we've got our single syllable short vowel sound and if it has two syllables, then that second syllable is stressed.

So really listen out for that.

Have a go here at choosing the correct spelling for each sentence.

I'll read them to you first.

I hopped around on one leg all day.

He preferred pizza to pasta.

She fried an egg on the hob.

Pauses the video and select the correct spelling to complete each sentence.

Off you go.

Well done team.

So let's have a look.

I hopped.

That's a short vowel, isn't it? And my root word is hop.

H-O-P, ah, ah, double my P add -ed.

I hopped around in one leg all day, up and down.

He preferred.

Now my root word prefer is two syllables and that second syllable is stress, isn't it? Uh, uh, I can really clearly hear it.

So I'm going to double my R and add -ed.

She fried an egg on the hob, now it's ending in a Y, my root word fry there.

I'm making an I sound.

So I'm gonna remove the the Y and add -ied.

How did you do? So I'd like you now to have a go at adding the suffix -ed to these verbs.

They are, my turn, your turn, try, jog, hurry and refer.

So have a go at adding a -ed suffix and creating our new past tense verbs now.

Off you go.

Well done team.

Let's see how you've done then.

So we want to create the past tense verb, tried.

I tried really hard.

Think about this.

The root word's ending a Y.

It's making an I sound.

I need to remove the Y and add -ied.

I jogged to school today.

Jogged, ah, ah, it's a single syllable, short vow, followed by a single consonant.

Double the consonant, add -ed.

Hurry.

Two syllables, but still ending in a Y, isn't it? And that Y is making an E sound so we're going to remove that Y and add -ied.

So hurried is spelled like this.

And refer to syllables and that second syllable with that vowel sound that is emphasised, refer, er.

So I'm gonna double the consonant and then add -ed.

There you go.

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

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 we've been looking at for adding that -ed suffix.

We need to look out for any common exception and curriculum words.

Think about that word, busy, we looked at.

And then we also need to remember our sentence punctuation, capital letters, full stops and any other punctuation that might be in the sentences.

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

Yesterday, the busy cook fried the eggs so well that the people clapped and cried with joy.

Yesterday the busy cook fried the eggs so well that the people clapped and cried with joy.

So to remember this, we're gonna use some strategies.

First of all, we're gonna clap it out.

(clapping) Yesterday, the busy cook fried the eggs so well that the people clapped and cried with joy.

Pause the video and clap that sentence out now.

The next one is shouting out: Yesterday, the busy cook fried the egg so well that the people clapped and cried with joy! Shout it out to me now, make sure I can hear you.

Wow, so loud.

And finally we can count the words on our fingers.

Yesterday, one word, the busy cook fried the eggs so well that the people clapped and cried with joy.

Yesterday, the busy cook fried their eggs so well that the people clapped and cried with joy.

Pause the video and count out that sentence on your fingers now, it's quite long.

So when we write the sentence, we need to remember to sound out each word.

Look out for common exception words and remember your sentence punctuation.

Yesterday, the busy cook fried the egg so well that the people clapped and cried with joy.

Pause the video, write that sentence now.

Well done team, let's check your work and make any corrections then.

Yesterday, you use a capital letter.

The busy.

Remember that curriculum word, a U and an S.

Cook, fried, the root word fry ends in a Y.

It's making that I sound remove the Y at -ied.

The eggs so well that the people, P-E-O-P-L-E, people clapped.

Our root word is clap.

Short vowel, ah, ah.

Then our P, so double the P, -ed.

And cried root word cry.

C-R-Y, that Y spelling, making an I sound, remove the Y, add -ied.

With joy, they must have been some incredible eggs.

And obviously a full stop at the end of our sentence.

A piece of punctuations to look out for as well here is our comma after our front verbiage of time, yesterday.

How did you do? What success did you have? Did you make any magical mistakes? Have you got any learning to share? Pause the video, share that, and make any corrections now.

Great spelling today, everyone.

Today we've been looking at the -ed suffix.

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

The -ed suffix can be used to create the past tense.

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

Sometimes you just add -ed.

Other times you might remove the Y and add -ied.

Sometimes we remove an E and add -ed and then add other times we must double the consonant and add -ed.

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