Video: To practise and apply knowledge of suffixes: -y suffix, including test

﻿Hello, it's Ms. Morgan again. I'm here to teach you a spelling lesson. In this lesson, we're going to be practising and applying the rules to do with the suffix "Y". When we add the suffix "Y" to words and we've also got the spelling test at the end, whoo! So, last time I told you a little bit about myself and that I came from Wales originally. But I've got a new word to share with you today. It's the word "Corgi". Corgi. And a Corgi is a type of dog, a breed of dog. In fact, it's the dogs that the queen has. But the word "Corgi" is actually from Welsh originally. It's made up of two Welsh words. The word "Cor" and the word "Gi". And "Cor" means dwarf and "Gi" means dog. So, when you put them together it means dwarf dog. And I'm not sure if you've ever seen the queen's dogs, but they are quite small. Anyway, we better get on with our learning. Let's go. So, today, we are going to revise the rules. We're going to practise and apply the rules and see what you can remember. And then, I'm going to teach you a new spelling practise. Hopefully, you've had a chance to practise those spellings. And then, finally, we're going to end with a spelling test. You might decide halfway through the lesson, or partway, that actually you need a little bit more time to practise your spellings. And that's absolutely fine. You can come back and do it later. So, as per usual, there's three things that we need to have. Perhaps, you can say them with me. An exercise book or paper, a pencil, and of course, that brain. And I always like to think as well, do you want to try and find somewhere quiet to work, somewhere where you are not going to be disturbed? Pause the video and get these things now. Okay. So, our key vocabulary for today. My turn, your turn. Suffix. Root word. Shout it out. Adjective! Noun. Well done. Can you put your hands on your head if you can remember what any of these words mean? You can pause the video and have a go if you like. Well done. So, a suffix, and a clue's in the word there "fix." A group of letters at the end of a word that changes its meaning. And it fixes to the words. A root word, this was a new word that we looked at in the last lesson. So, a root word is the most basic, the most simple, version of a word. No prefixes and no suffixes. An adjective is a word that describes a noun. And then, my favourite one, a noun is a person, place, or thing. How do we remember this? A P-P-T. Do you want to say it with me? A P-P-T. A person, place or thing. Let's see if you can remember what happens when we add the suffix "Y" to these nouns. The first noun is "fur", as in the teddy bear's fur. The second is "sand" and the third is "snow". What happens to these words when we add "Y"? Say them with me. "Fur" becomes "furry". "Sand" becomes "sandy". "Snow" becomes "snowy". Can you remember what's happened to the words? What sort of words have they become? They're no longer a noun, they are an adjective. We are describing the noun. Here is the word "chat". You can go and have a chat with a friend. It's a thing, we know that it's a P-P-T, a noun. And "chat" is the root word. That word stays the same. And then, below we've got the word "chatty". As in, "He was very chatty in class." I often got told that by my teachers. I was very chatty in class. So, "chat" is our root word. "Y" is the suffix that we add to "chat" to turn it from a noun to an adjective. Can you complete this sentence using the words below? I'll read the sentences out first and then I want you to pause the video and see if you can add them. Make sure you say them out loud in a full sentence. "Y" is a type of . When we add "Y" to the end of a , it becomes an . I'll read it again. "Y" is a type of . When we add "Y" to the end of a , it becomes an . Pause the video, see if you can put the words in the right place. Did you get it? "Y" is a type of suffix. Well done. When we add "Y" to the end of a noun, it becomes an adjective. Well done. So, we're going to go back and look at the big picture. This is the mind map to allow us to see, visualise, all the spelling rules that we've been learning over these past couple of lessons. Here is the mind map for suffixes that we've been looking at. The most simple rule is we just add the suffix to the word. Sometimes, if we have a short vowel, we will double the consonant. Sometimes, if a word ends in "Y", we will replace the "Y" with an "I" and add the suffix. And then, if a word ends in "E", we will remove the "E" and add the suffix. Remember, it's important to keep using your mind to see where all the rules are fitting in because this is not just the same for adding "Y", it also works when we were looking at the past tense and adding "E-D". Or adding the plurals, adding "S" or adding "E-S". These were the rules when we were adding the suffix "Y". You'll see it link back to our mind map. We just add "Y". We just add the suffix. We can remove the "E" and add the "Y". Or we can double the consonant and add "Y". Now, we're going to practise and apply the rules. I'm going to give you some words. I want you to see if you can apply the suffix "Y" and write down what the words would be. The first word is "nut". Can you add "Y" to this and turn it into an adjective? Have a quick look at the rules, pause the video. Can you point to the rule that you have chosen? Did anyone spot the consonant at the end with the short vowel? So, we need to double the "T" and add "Y". Here is the word "cloud". Can you point to the rule that you think it's going to be to make it into an adjective? We just add "Y". "Cloud" becomes "cloudy". Well done. Here is the word "spice". Which rule would we use when we're adding the suffix "Y"? Pause the video and point to it now. Did you spot the "E" on the end? You remove the "E" and you add the suffix "Y" to make "spicy". Well done. Now, you're going to have a go with these two words. The words are "mud" and "nose". Mud as in the mud on the ground and nose as in the nose here. I want you to add the suffix "Y" to these words. I want you to write them down or say them aloud. Take care and think about which spelling rule you'd use. Pause the video, do this now. So, I had a go with the word "mud". These are the two ways that I came up with it. Can you see what I here. I doubled the consonant and I added the "Y". Did you spot a short "uh" sound? I know that it's going to be spelling number one. Nose. These are the two that I came up with. I had to look at these ones 'cause I wasn't quite sure. And I went back and looked at the rules what I spotted was an "E". So, we need to remove the "E" and add the "Y". So, number two is correct there. Now, last lesson, I gave you 10 spelling words. These are these 10 spelling words. Hopefully, you've been practising . Maybe using some of the new strategies that I've taught you. Now, we're going to learn a new spelling strategy today. The top one, it's called look, cover, write, check. I think probably a lot of you do that already or maybe you've been taught that before. Look, cover, write, check. The first thing we do is we look. Well done. We look at the word. We look at how the word is spelled. So, here is the word "cheeky". I'm going to look at it. I can spot there's a double "E" in there, that's going to help me. Next, you cover up the word. So, I'm going to cover up the word "cheeky". Then, with your word still covered up, no peeking, you're going to write the word. Try and imagine what it looks like in your head. Then, finally, you can uncover the word and you can check to see if you have written the word correctly. Remember, it's okay if you don't write it correctly. This is one of the reasons we need to practise the spellings. I'll go through that again. We look at the word, first of all. See if there's anything tricky about it. Maybe, you'd underline the double "E" in "cheeky". Then, you cover it. Then, you write the word down. And then, you uncover it and have a look at your two words to see if they're correct. Can you remember what these parts are called? Can you call them out when I say them with me? First of all, we look. Well done. Next, we cover the word. Well done. Then, we're going to write it down. Excellent. And then finally, we're going to check the word to see if it's correct. So, why is it a useful strategy? First of all, you are repeatedly copying the word. Number two, it's allowing you to visualise the spelling. Thinking what it looks like in your head. And then, thirdly, muscle memory. By practising the word, it allows your hand muscles to connect with your brain. Now, you have a go. I want you to pause the video. And I want you to choose four spelling words. I want you to use the look, cover, write, check strategy to practise writing those words. Off you go. It is now time for your spelling test. You could do your spelling test now or maybe, you've decided to do a little bit more practise using your new strategy. You can come back to the test later on. Make sure you've got a clean piece of paper. And I want you to write the numbers 1 to 10 in a list with each number on a new line. Pause the video, do this now. I'm going to read the spellings out one by one. And then, we will go through them at the end. I will say each spelling twice and say it in a sentence so you understand the meaning. If you want to pause the video to give yourself a bit more time to write, that's absolutely fine. A top tip from me is if you're not sure of a spelling, write down the different versions that you think it might be thinking about those rules that we've been practising . And remember, just do your best. That's all we ever want for you. As long as you are working hard and doing your best. Off we go. Spelling number one. Murky. Murky. The water was murky. Number two. Moody. Moody. He didn't know why he was moody. Three. Cheeky. Cheeky. He was a cheeky young thing. Four. Smelly. Smelly. They were very smelly dogs. Five. Grimy. Grimy. The windows were grimy. Six. Stony. Stony. The beach was very stony. Seven. Smoky. Smoky. The fire was smoky. Eight. Shiny. Shiny. The shiny pebble caught his eye. Nine. Slippy. Slippy. The rain had made the pavement slippy. 10. Knotty. Knotty. The girl's hair was always knotty. Pause the video now if you want to have a quick check of all your spellings. Well done. Number one, murky. Remember, you tick if correct and you change if not. Murky. M-U-R-K-Y. Number two, moody. Moody. M-OO-D-Y. Tick if correct, change if not. Three, cheeky. Cheeky. C-H-EE-K-Y. Four, smelly. Smelly. S-M-E-LL-Y. Five, grimy. Grimy. G-R-I-M-Y. Six, stony. Stony. S-T-O-N-Y. Seven, smoky. Smoky. S-M-O-K-Y. Eight, shiny. Shiny. S-H-I-N-Y. Nine, slippy. Slippy. S-L-I-PP-Y. And number 10, knotty. Did you spot that? Knotty, K-N. K-N-O-TT-Y. Well done. Remember, if you made some mistakes that's absolutely fine. It helps you to understand that you're still learning. If you need to, write those spellings down. I like to put them on something I can stick around the house so I can learn to practise or read them when I'm walking around. You've had a busy day today. We've revised the rules, we've practised and applied the rules, we've practised it and learned a new strategy, look, cover, write, check. Then, we had our spelling test. Well done. You've worked so hard. Make sure you keep practising on a daily basis. See you next time.

Lesson summary: To practise and apply knowledge of suffixes: -y suffix, including test

In this lesson, we will practise the rules associated with adding the suffix -y. We will learn how to practise using the 'Look, Cover, Write, Check' strategy and will test the words previously set to learn.

English Spelling

To practise and apply knowledge of suffixes: -y suffix, including test

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Lesson summary: To practise and apply knowledge of suffixes: -y suffix, including test

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