Links to the Victorian Curriculum – English
Level 5:
- Understand how to use banks of known words, syllabification, spelling patterns, word origins, base words, prefixes and suffixes, to spell new words, including some uncommon plurals (VCELA312)
Links to the Victorian Curriculum – English as an Additional Language (EAL)
Pathway B
Reading and viewing
Level BL:
Level B1:
- Identify common syllables and patterns within words
(VCEALL288)
Level B2:
- Apply knowledge of letter–sound relationships to read new words with some support
(VCEALL368)
Level B3
- Apply knowledge of letter–sound relationships to deduce the pronunciation of new words
(VCEALL447)
Writing
Level BL:
- Spell a number of high-frequency words accurately
(VCEALL237)
Level B1:
- Spell accurately common words encountered in the classroom
(VCEALL318)
Level B2:
- Spell frequently used words with common patterns with increased accuracy
(VCEALL398)
Level B3:
- Spell most words accurately, drawing on a range of strategies but with some invented spelling still evident
(VCEALL477)
Theory/practice connections
When added to words, some suffixes change the grammar of the word. These are known as inflectional suffixes. For example, adding –s or -es to a noun tells us the plural of that word. Suffixes, such as the plural -s or –es make new words when added to base words.
Learning intentions
We are learning that there is a variety of ways to make plural words. Success Criteria understand that most word are made plural by adding –s. I can make plural words by adding different suffixes to the base words.
Success Criteria
I understand that most word are made plural by adding –s.
I can make plural words by adding different suffixes to the base words.
Role of the writer
Text encoder – knowing some generalisations for adding suffixes to make plural words.
Group size
Whole class, or small group (4-6 students).
Lesson sequence
- Teacher rereads page of information text ‘Koala’ to or with students. This text might be used as part of a Science inquiry around animal adaptation.
- During a shared reading session, ask students to identify nouns in the text. List these on cards in singular and plural columns (at this stage, do not tell students why the words are sorted in this way).
- In pairs, give students time to look at the word cards and suggest reasons for the groupings. Add headings to the groups of words after discussion.
- Hand out another set of blank cards. Ask students to write corresponding plural or singular words to make complete list (
see example singular and plural cards (docx - 23.81kb)). - Play ‘What’s my rule?’ game. In pairs or small groups, students investigate words and develop their own rules for making plural words. Write some of their rules on a chart. For example:
- Most words are made plural by adding –s.
- When words end in -ch we add -es to make the plural.
- A few words are the same in single and plural form (fur and species).
- The words ending in ‘y’ are made plural by changing the ‘y’ to ‘I’ and adding ‘es’.
- In subsequent reading and writing lessons, continue to add and sort nouns to list in both single and plural form. Revisit the rules on the chart, testing and editing these as new words are added.
- Use word cards for word sorting activities to reinforce understandings.
- Encourage students to proofread their own writing for the plural spelling of words, using the reference chart as a resource.
Differentiation
Teacher modelling and small group work at different stages of the lesson allow for varying levels of support for individual students.
The teacher might also offer closed word sorting activities when higher levels of support are needed. In these cases, students are given the group categories, for examples, “plurals that end in –s” or “plurals that end in –es” and students sort words accordingly.