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, 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.

Well, let's get on with today's spelling lesson then.

In this spelling lesson, we're going to be adding the suffix ATE to words.

The outcome will be, I can turn adjectives and nouns into verbs using the suffix, ATE or ate.

Here are the key words for today's learning, my turn, your turn.

Make sure I can hear you saying these.

Suffix, root word, adjective, noun, verb.

Brilliant, thank you so much for saying those back to me.

Make sure you keep an eye and ear out for these words today.

So let's have a chat about what these words mean then.

A suffix is a letter or group of letters added to the end of a word to change its meaning.

Today, we're adding the ATE suffix to the ends of words.

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

Remember today, we're gonna be adding the ATE suffix to the end of root words.

An adjective describes a noun.

It tells you what it's like.

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

And a verb is a doing or a being or having word.

You should do it or you are it, the word is a verb.

So today we are gonna be taking adjectives and nouns as our root words.

We're gonna be adding the ATE suffix to the end of these root words to create verbs.

In some instances, the root words will change and other times they won't.

So here's the outline of today's lesson.

We're adding the suffix ATE to words.

We're gonna begin by looking at some rules for adding that suffix.

Then we're gonna practise some spellings.

And finally we're gonna apply our spellings within a sentence.

Let's get on with looking at adding the suffix ATE to words then.

Remember that a suffix is a letter or group of letters that we add to the end of a word to create a new word.

Unlike prefixes, suffixes often change the words' tense or word class.

Here we have the root word offer.

I have my ED suffix to create the word offered.

Notice here how the spelling of the root word didn't change.

Let's have a look at another suffix.

Here we have the root word joy.

I've added ful to create the word joyful.

Here we have the root word box, and in this instance, I can add my ING suffix to create boxing.

There are lots of different types of suffix.

Here are just three examples, ED, ING and FUL.

Remember, today we are concentrating on adding ATE as our suffix, and there are lots of different types and there are also lots of different rules as to what happens to the root word dependent on the suffix that you are adding.

So let's have a read of some words that contain our ATE suffix.

My turn, your turn.

Activate, pollinate, deepen, strengthen, apologise, modernise, purify, beautify.

So we don't just have the ATE suffix here, we have a variety of suffixes.

I'm wondering what suffixes you can spot here.

Pause a video and have a think now.

Brilliant.

Yeah, we can see here that we have the suffixes ATE, EN, ISE and IFY.

These are verb suffixes.

Can you say it for me? Verb suffixes, they transform root words into verbs.

So we take nouns or adjectives and we then turn them into doing or being words or having words, which we call verbs.

They often change the meaning to an action or process related to the quality of the root word.

So if we look for instance, at the word pollinate, the root word there is pollen.

Pollen is what is found on plants.

Pollen is then collected often by flies, bees, wasps, and then spread around elsewhere.

Pollination or pollinating is that process by which plants are able to then reproduce and grow.

So we've taken the noun pollen there and we've created that verb pollinate linked to that noun.

The suffix is ATE, EN, IFY and ISE, which are found in verbs often mean to make or to become.

Decorate is to make something more attractive.

And we have their decor, which is how something looks.

If we decorate it, we make it more attractive.

Sweeten, we have our root word sweet.

If we sweeten something, we make something sweet.

Simplify, our root word there is simple.

The action of simplifying something is to make something more simple.

I can simplify the question for you.

And here we have modernise, our root word there is modern.

That means to become more modern, these are all verbs.

So some of the words ending in the suffix ATE.

And remember, we're concentrating on that suffix ATE, at the ends of words today will have root words that you recognise, but some won't.

My turn, your turn.

Let's see if we can recognise some of the root words.

Create, activate, decorate, pollinate, hesitate, locate, educate.

Do any of these have root words that you know and recognise? Not all of them do.

Pause the video.

Can you spot any root words, off you go.

Brilliant, there are a couple that I can spot.

I could see here we have active, decor and pollen in the words activate, decorate, and pollinate.

Now interestingly, the I has been added there, replacing the E from the word pollen.

So be careful with that one in particular.

So they are three examples there where we do have a root word.

Can you think of any other linked words then to the other words we have here? Create, hesitate, locate and educate.

There are no clear root words here, but can you think of any other linked words that might sound the same? Pause the video and have a think now.

Brilliant, I thought of these words, create, hesitate, locate and educate are linked to creation, hesitation, education and location.

Although they didn't have root words, they are then linked to other words still.

Words connected by a root word usually have related meanings and spellings.

So creation and create are both linked.

Hesitate and hesitation are both linked.

Educate and education are both linked and locate and location are linked in the same ways that active and activate.

Decor and decorate and pollen and pollinate are also linked.

Look at how the meaning of these words are connected.

Active, the word active describes someone or something that is energetic, moving or working.

Now we've added our ATE suffix to create the verb activate.

The word activate means to cause something to start working or make it active.

So it has that link to that word, its root word there, which is active.

To get something working, to make something start moving.

The ATE suffix turns nouns or adjectives into verbs.

Remember, a suffix comes at the end of a word.

Verbs are are doing, being or having words.

The active child is always running.

In this sentence, the word active is an adjective.

It is describing the noun in the sentence which is the child.

Remember, adjectives describe nouns.

If we then add our ATE suffix and change that root word active to activate, pressing the button will activate the alarm.

It then becomes a verb, it's a doing word.

It's the action that is happening in this sentence.

Pressing the button will activate the alarm.

What word class here are the words formula and formulate? Have a read of the sentences.

Think about the word class that they might be.

Remember what happens when we add our ATE suffix.

Pause the video, decide on the word classes now.

Off you go.

Fantastic, what is the formula for calculating the area of a rectangle? Formula here is a noun, it's a thing.

It's that written piece of work that you're going to write down on the page to work out that answer.

The formula.

Formulate though the team needed to formulate a plan for the school project, here is a verb.

Remember, ATE is a verb, a verb suffix ending.

The word formulate refers to the action of creating the plan.

So it's a doing word and it is therefore a verb.

Remember, when we take our root word, which might be a noun or an adjective, and we add that ATE suffix, we are creating a verb, a doing, being or having word.

So the suffix ATE begins with a vowel.

That vowel being A.

This means it follows similar spelling patterns to other suffixes such as ING, ED, ER and EST because they all begin, those suffixes, also with a vowel.

What happens to these root words? So those base words onto which we're gonna add our suffix, ATE, when it is added.

Active, I want to add my ATE suffix.

It becomes activate, what's happening here to this word? Formula becomes formulate.

Have a think for me.

What do you notice is changing about my root word here when I add my ATE suffix? Pause a video and have a think.

Fantastic, well, we can see here that the final vowel in our root word has been removed before our suffix has been added.

That's because we already have a suffix, sorry, a vowel in our suffix, that A.

So I've chopped off the E and added ATE for activate.

I've removed the A and added ATE for formulate.

I don't want to have an E in an A.

I don't want to have an A in an A.

So this is quite similar to the words make, I remove the E before adding my ING to make making or race here, I remove the evil for adding my ED suffix.

What happens to these root words when the suffix ATE is then added? Here we have medic and our ATE suffix.

How am I going to spell the word medicate? What's my rule going to be here do you think? Let's have a look, I just add ATE here.

Origin, I just add ATE to make originate, where something comes from.

So think about this.

These words end in consonants.

The words we looked at previously ended in vowels.

Our suffix already has a vowel in it.

So we had to remove the vowel, didn't we previously, from the end of our root word, before adding our ATE suffix.

Here the words end in suffixes.

So we just add our ATE suffix.

Medicate, originate, if you medicate something, it's that action of giving it medicine.

It's a verb, here we have pollen.

Remember that noun, the thing that plants will let off or give out and it can be collected then spread around, so that we do the action of pollinating.

We have here the word pollinates, which is something that a bee might do.

A doing word, notice here that my E in pollen has changed to an I to make the word pollinate.

Most of the time when adding our at suffix, the main body of the root word won't change.

But this is an instance where it does.

It's a really good word for us to know.

Watch out for the I in pollinate.

The suffix here has just been added on.

I've noticed that all of these root words ended in a consonant, so I just had to add ATE.

The root words all ended in a consonant.

What will the spelling of these words be when the suffix ATE is added then? Elastic, motive.

So elastic will become elasticate, motive will become motivate.

How will I spell those words? Think about the rules we just looked at.

Pause the video and have a think now.

Brilliant, well elastic ends in a consonant.

So I'm just going to add ATE to make elasticate.

Eight motive ends in an E, doesn't it? A vowel.

So I need to remove that vow and then add ATE.

So here are our general rules when adding ATE, two rules so far, in some cases we just add the suffix when that root word ends in a consonant, if our root word ends in a vowel, we remove that final vowel and then add ATE.

The spelling of the root word helps us to know how to spell our new verb that we were making by adding our ATE, the spelling and meanings are connected.

So elastic and elasticate are linked to meaning, motive, and motivate are linked to meaning.

But we can also know the spelling, elastic ending a consonant.

I'm just going to add ATE.

Motive, ending an E.

Remove the E and add ATE.

So have a look here for me.

I'd like you to add the suffix ATE to each word and then match it to the rule that it follows.

Pause the video, off you go.

Great, medic will just become medicate.

It ends in a consonant, doesn't it? So we just have to add the suffix.

Formula become formulate.

That word ended in an A, didn't it? So I had to remove the A, 'cause it's a vowel, and then add my ATE suffix.

So it's remove the final vow and add the suffix.

Active, the same ending in an E will become activate, okay? To start something, the action of making something begin or move, activate our rule here, remove the final vowel and then add the suffix and elastic.

Again, that C consonant there elasticate.

Just add the suffix ATE.

So what I'd like you to do for me now is use the knowledge of the rules that we have just looked at about adding our ATE suffix.

How will these words change when we add our ATE suffix? Use the spelling of the root words to help you.

So we have these root words, pollen, motive, captive, formula.

So we want to make the words pollinate, motivate, captivate, formulate, pause the video, have a go adding our ATE suffix these words, think about how the root word might change or might not change, off you go.

Brilliant job team, some really careful consideration of the rules that we have generated so far I can see there.

Keep up the great work.

So pollinate, be careful with this one.

What was the naughty letter, and you can see I put it in a strange colour there.

I put it into purple, hadn't I? Pollen to really just give you a bit of a hint.

Yeah, so we just need to add ATE because it ends in a consonant, pollen, the root word, pollen.

But the E there becomes an I.

Motive becoming motivate, what does motive end in? A vowel, I need to remove that vowel and then add ATE.

That ait spelling spelt AIT is not the suffix that we've been looking at today.

Captive becoming captivate.

Well, captive ends in an E, doesn't it? If you're held captive, you're being held prisoner.

If you captivate someone, it's that action of keeping someone's attention, keeping them really engaged.

It's a verb, these are all verbs, aren't they? That's what our ATE suffix does, creates verbs.

So captivate, captive ending in an E.

Remove the E and add ATE, formula becoming formulate, to come up with a plan.

Formula ends in an A, a vowel.

I need to remove that vowel.

I don't want two A's and then add my ATE for formulate.

Great job, make any corrections now, off you go.

onto our next learning cycle then, to practise some spellings.

Let's have a read of the following word.

My turn, your turn.

Business, business.

It is none of your business.

Have a look at this word for me.

What do you notice about this spelling? What'd be tricky about it.

Think about the way it sounds compared to how it's spelt.

Pause the video and have a think.

Brilliant, some lovely conversations going on there.

So I've noticed that it sounds like business doesn't it? Or business, sounds like a z in there as well, doesn't it? But it felt like it should be bossiness.

You cannot hear the I in the middle.

The word comes from the word busy, which we know is BUSY, which is also one of those curriculum or common exception words.

Busy, not bussy, but busy.

And the suffix ness.

We've removed the Y, added an I for busy and then added NESS, business.

The Y becomes an I before the suffix is added there.

It can help to remember this as busi-ness.

That's how I remember business is spelt busi-ness or bus-I-ness.

Remember that I in the middle, you can say busi-ness or bus-I-ness.

So with that in mind, how do we spell business? Think about what's tricky about it.

Pause the video, point to the correct spelling now.

Brilliant, so remember, it's not biz with a Z, okay? And we also don't hear the I that's in it.

So it's this one here.

Remember bus-i-ness or business with that I in the middle.

So let's look at some more of these curriculum words, here we have possession, possession.

A possession is something that belongs to you.

We also have answer, answer the question.

Look at these two words for me.

Have a go at saying them again.

Think about what's interesting about the way they're spelt.

Pause the video, off you go.

Lovely, some lovely conversations again there team.

So I've noticed here in possession, there's a double S isn't there? Also be careful 'cause that double S at the end there is making a shun, isn't it? Possession, there's no H there making a sh.

It's that double SION, possession.

And in answer or answer, depending on how you pronounce it.

There is this strange W that we don't pronounce.

It's silent, we don't say answer or answer, you say answer.

You don't hear the W so watch out.

These are all curriculum words, which are gonna appear a lot in our reading and writing.

So it's important that we know how to spell them.

So with that in mind, how do I spell possession? Think about what was interesting about that spelling, point to the correct spelling now, off you go.

Brilliant, remember, it has two lots of double S's possession.

How do I spell answer, pause the video and point to the correct spelling now, think what was tricky about it.

Brilliant remember you might say answer, you might say answer.

It's an A at the beginning, ANS, and it has that naughty sound W in.

Okay, it's answer, not answer, brilliant.

So now we'll practise spelling some words with the suffix ATE without a clear root word.

So we've looked at lots that had clear root words and we looked at those rules, either just adding ATE or removing the final vowel and adding ATE Now we're gonna look at some of those examples of ATE words, those verbs with the suffix ATE, that don't have clear root words.

So look carefully at these words and think about anything special or difficult about them.

It's your chance to really engage and show some word consciousness and consideration as to what might be tricky about these words.

So if you have the word here, my turn, your turn, create, decorate, hesitate, locate, educate, concentrate.

Have a think about these words for me.

Have a think about what might be tricky about them.

What might be difficult about remembering how to spell them.

Pause the video, have a go at saying them now and have a think, off you go.

Great job team, so I'd like you now to choose the correct spellings from those words that we just looked at for the ATE spelling that don't have overly clear root words.

Have a read of these sentences and select the correct spellings ending in ATE suffix.

Off you go.

Okay, let's see how you've done them.

The artist will create a new sculpture today.

So create, be careful with this, it's CREATE.

It's CRE, okay.

We know that our I and our E can both make that E sound can't they, create.

But it's EATE.

They decided to decorate the room with balloons.

Now be careful with this one, the c there is our C.

It's not a soft C, it's making that c, decorate, brilliant and she did not hesitate.

Hesitate might sometimes sound like you say hesitate, but it's hesitate.

There's another word there which just linked to that one, which is hesitant, which makes that I, more that sound.

So you can remember that one to help us, hesitate.

HESITATE.

Let's have a look at some more words.

Pause the video, could you please select the correct spelling for each sentence? Have a go at saying the sentence.

Think about which is the correct spelling, off you go.

Brilliant, we must locate, that's that C, not a K, locate.

LOCATE, the nearest supermarkets, the museums educate.

Now you be careful with this one.

It might sound like it's a j in there, but it's educate, but we pronounce it educate EDUCATE.

This is our correct one there.

Think about the word education there as well.

And then please concentrate, please concentrate.

This time our C is a softie, isn't it? Concentrate.

I'm not saying concentrate.

It's a C spelling, concentrate.

Brilliant, so what I'd like you to have a go at doing now for me is writing some words that I'm going to say, sound out the words.

Say them yourselves, think about any tricky parts that you can remember and then read and check them.

Lots of these words might not have clear root words onto which our ATE suffix has been added.

So think about what's tricky about them.

The first word is create, create.

I would like you to create a sentence for me.

Create, the next word is hesitate, hesitate.

Please don't hesitate to ask a question.

And finally, concentrate, concentrate.

Please concentrate during the lesson.

So we have create, hesitate, concentrate, pause the video and have a go at writing those words now, remember to think what's tricky about them, off you go.

Great job team.

Let's see how you've done then, I've seen create written in a couple of different ways.

So one of these is correct.

Some of them definitely do make phonetic sense as well.

So create, I know it's gonna be my ATE suffix, because that's my verb ending there.

So I'm not gonna have AYT and create Is that CRE, spelling create, like the word creation.

Hesitate, now it might sound like a z, doesn't necessarily hesitate, do I? But it is an S.

And let's think then about our root, sorry, the suffix on the end.

ATE, hesitate.

HESITATE.

And finally, concentrate, concentrate.

There was one letter in there that was particularly naughty, which was our C, wasn't it? It's a soft C, not an S, concentrate.

So this is our correct spelling here.

What success have you had? Do you make any magical mistakes? Do you need to make any corrections? Share your learning and make your corrections now.

Onto our final learning cycle then, which is applying spellings within a sentence, we are going to write a sentence containing some of our focus spelling.

So some words with that ATE suffix.

When we do this, we have to do several things at once.

So let's really take our time.

Let's make sure we're ready and in the right zone for this.

We're gonna have to remember the whole sentence.

You're gonna need to sound out each word.

Think of any spelling rules.

So remember, for some words, when adding ATE, we have some rules.

Other words don't have root words.

So we each have to remember what's tricky about them.

Also our common exception in curriculum words.

Think about those curriculum words we've looked at earlier.

And finally remembering our sentence punctuation, capital letters and full stops and any other punctuation that might be in the sentence.

So I'd like you to listen to me say the sentence first of all, use your incredible hearing and listen to me.

As the teacher answered the pupils' questions, she helped to motivate and educate them.

As the teacher answered the pupils' questions, she helped to motivate and educate them.

So let's have a go at using a variety of strategies to help us remember this sentence.

The first one is to repeat the sentence several times out loud.

I'll say it one more time here, the teacher answered the pupils' questions.

She helps to motivate and educate them.

Say that out loud a number of times, off you go.

Great, it was brilliant hearing you say that.

The next one is to picture what is happening in your head.

As the teacher answered the pupils' questions, she helped to motivate and educate them.

Pause the video and picture that in your mind now as you say the sentence.

Go.

Great, I was imagining a teacher stood up in front of a class, answering their questions and really helping them in this class with beaming with smiles 'cause they're ready to go with their learning.

And finally count how many words there are on our fingers.

As the teacher answered the pupils' questions, she helped to motivate and educate them.

Pause the video, say that sentence and count each word on your fingers as you go so you make sure you didn't miss any out.

Off you go.

Brilliant, so I'm gonna say the sentence one more time and then you're gonna have a chance to write it.

Do take care, sound out each word.

Think about any spelling rules.

Look out for those common exception and curriculum words.

I remember your sentence punctuation.

Listen to m, say the sentence one more time.

As the teacher answered the pupils' questions, she helped to motivate and educate them.

Pause the video and write that sentence now.

Off you go.

Fantastic work team.

Really great application of our ATE suffix there.

And also really careful consideration because there are a few curriculum words in there as well.

So I'd like you to check your work and make any corrections as you go along.

And be careful with your punctuation as well as needs to have a capital A.

At the beginning of our sentence, the teacher answered.

So be careful with this word.

Remember that silent W in the middle.

And then we've added our ED suffix onto the end of the word answer, answered the pupils'.

Now this is apostrophe for plural possession here after the S, because there's more than one pupil, the pupils' and it's their questions.

Questions, I have a comma here to separate the adverbial subordinate clause.

As the teacher answered the pupils' questions, there is my subordinate clause, now I've got my main clause.

She helped to motivate.

My root word there is motive, which ends in an E.

I removed the E and add ATE and educate.

That was that word where the D maybe sound like a j, but it's EDUcate, educate them.

Full stop, so be careful here.

We've got that curriculum word answered.

And then we've got motivate and educate with our ATE suffixes.

And really watch out for your punctuation.

You should have an apostrophe for plural possession because those questions belong to those pupils.

And a comma to separate our adverbial subordinate clause from our main clause.

How did you do, what did you learn? What success have you had? Have you made any magical mistakes? Share your learning and make any corrections now.

Pause the video, off you go.

Great spelling today team.

Today we've been looking at adding the suffix ATE to words.

A suffix member is a letter or group of letters at the end of a word, which creates another word and can change the word class.

The suffix ATE, often turns adjectives and nouns into verbs.

When the root word ends in a consonant, we often just have to add the suffix.

When the root word ends in a vowel, we remove that final vowel and add the ATE suffix.

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