Spelling Rules: Changing y to i before Adding Suffixes, Study notes of Painting

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Writing Foundations

Examples

Anita L. Archer, Ph.D.

archerteach@aol.com

Example 1. Handwriting Instruction p p p p p

Famous Sayings of Abraham Lincoln

1. People are just as happy as they make up their minds to

be.

2. Whatever you are, be a good one.

3. Freedom is the last, best hope of earth.

4. When I do good, I feel good. When I do bad, I feel bad.

And that's my religion.

5. You cannot escape the responsibility of tomorrow by

evading it today.

6. I don't like that man. I must get to know him better.

7. And in the end, it's not the years in your life that count. It's

the life in your years.

8. Books serve to show a man that those original thoughts

of his aren't very new after all.

9. Nearly all men can stand adversity, but if you want to test

a man's character, give him power.

10. You can fool some of the people all the time, and all of

the people some of the time, but you cannot fool all of the

people all the time.

11. I am a firm believer in the people. If given the truth, they

can be depended upon to meet any national crisis. The

great point is to bring them the real facts.

Example 2b. Using passages from reading book. Copying will be easier if students can read the words with ease and retain a word or phrase in working memory.

#letters #words Hougton Mifflin Level 2:

Carmen taught herself to draw by 27 6 practicing every day. She would draw 55 12 whatever was in front of her – books, 83 19 cats, her left hand, her sisters and 111 26 Brothers, paper bags, flowers. Carmen 142 31 drew anything or anybody that would 165 38 stay still for a few minutes. 191 44 One painting may be a picture of 219 51 people dancing at a party. Another 244 58 may show Carmen and members of 277 64 her family picking fruit, celebrating a 308 70 birthday, or just getting together to 332 76 cook food. Sometimes, she even 364 81 includes the family cat, or a lizard she 390 90 might have seen crawling on the 395 96 porch. 418 97 Carmenʼs work has been shown 446 102 in museums all around the country.

Example 4a. Spelling Dictation - Regular Words

Word Dictation

Dictation

a) Teacher says the word. b) Teacher says the word in a sentence. c) Students repeat the word. d) Teacher and students put up one finger for each sound in the word. OR Teacher and students put up one finger for each part of the word.

e) Students say the sounds/parts to themselves as they

write the word.

Feedback

f) Teacher writes the word on the board or overhead. Students compare their word to model. g) If a student has made an error, the student crosses out the word and rewrites the word. Sentence Dictation

Dictation

a) Teacher says the entire sentence. b) Students repeat the sentence. c) Teacher dictates the first part of the sentence. d) Students repeat the first part of the sentence. e) Students write the first part of the sentence. f) Teacher moves around the classroom and monitors student work. g) Teacher dictates the second part of the sentence. h) Students repeat the second part of the sentence. i) Students write the second part of the sentence. j) students reread their sentence and check the spelling of the words. k) Teacher gives feedback on each word. Students awarded points for correct spelling, capitalization, and punctuation. The points are designed to make the students more interested in the task and more careful. (Note: Students can write on paper or slates.)

Example 4b: Partner Spelling Practice

PARTNER SPELLING TUTOR TUTEE Takes out list of spelling words. Says the word. Asks tutee to repeat the word. Says the word in a sentence if needed. Listens. Repeats the word. Asks tutee to write the word. Writes the word. Shows the word on card. Looks at the word. Checks the spelling of the word. If the word is incorrect, crosses out the word and rewrites it. (Note: Students can write on paper or slates.)

Example 6a. Example Lesson - Spelling Rule Setting Fifth grade classroom Step 1. Introduce the rule. We are going to learn a spelling rule about adding suffixes when the word ends in e. Listen to the rule. When a word ends in a vowel-consonant-e and you want to add a suffix that begins with a vowel, drop the e. When a word ends in a vowel-consonant-e and you want to add a suffix that begins with a vowel, drop the ______. E. Step 2. Illustrate the rule with examples and non-examples. Example ride + ing = Here I have the word ride and I want to add the suffix ing. Ride ends in a vowel-consonant-e (Teacher points to each letter i-d- e.), and the suffix ing begins with a vowel (Teacher points to the letter i in ing .), so I drop the e. (Teacher crosses out the letter e on ride and writes riding .) Everyone, spell riding. R-i-d-i-n-g. Example fame + ous = I have the word fame and I want to add the suffix ous. Fame ends in a vowel-consonant-e (Teacher points to each letter a-m- e.), and the suffix ous begins with a vowel (Teacher points to the letter o in ous ), so I drop the e. (Teacher crosses out the letter e on fame and writes famous .) Everyone, spell famous. F- a-m-o-u-s. Example excite + ing = I have the word _________ excite and I want to add the suffix ____ ing. Excite ends in a vowel-consonant-e (Teacher points to each letter i-t-e.), and the suffix ing begins with a vowel (Teacher points to the letter i in ing ), so I drop the e. (Teacher crosses out the letter e on excite and writes exciting .) Everyone, spell exciting. E-x-c-i-t-i-n-g. Non-example excite + ment = I have the word ________ excite and I want to add the suffix_______ ment. Excite ends in a vowel-consonant-e (Teacher points to i-t-e.), but the suffix ment does NOT begin with a vowel, so I DO NOT drop the e. (Teacher writes excitement .) Everyone, spell excitement. E-x-c-i-t-e-m-e-n-t.

Step 3. Guide students in analyzing examples and non-examples using the critical attributes. Example use + ing = Let’s do some together. We have the word ______ use and we want to add the suffix______ ing. Does use end with a vowel- consonant-e? Yes. Does ing begin with a vowel? Yes. Do we drop the e? Yes. Write the word using. (Teacher writes using on the overhead.) Check the spelling of using. (Pause.) Everyone, spell using. U-s-i-n-g. Non-example use + ful = We have the word ______ use and we want to add the suffix_____ ful. Does use end with a vowel-consonant-e? Yes. Does the suffix ful begin with a vowel? No. Do we drop the e? No. Write useful. (Teacher writes useful on the overhead.) Check the spelling of useful. (Pause.) Everyone, spell useful. U-s-e-f-u-l. Non-example see + ing = We have the word ______ see and we want to add the suffix _____ ing. Does see end with a vowel-consonant-e? No. Do we drop the e? No. Write seeing. (Teacher writes seeing on the overhead.) Check the spelling of seeing. (Pause.) Everyone, spell seeing. S-e-e-i-n-g. Example race + ist = Example pure + ity = (The teacher guides students in the analysis of these words using the same wording.) Step 4. Check students’ understanding using examples and non- examples. Example slice + ing= Now, it is your turn. Here is the word ______ slice and we want to add the suffix ing. Write slicing. (Teacher monitors.) (When students are done, the teacher provides feedback.) Does slice end with a vowel-consonant-e? Yes. Does ing begin with a vowel? Yes. Do we drop the e? Yes. (Teacher writes slicing on the overhead.) Check the spelling of slicing. (Pause.) Everyone, spell slicing. S-l-i-c-i-n-g.

Example 6b. Lesson on Spelling Rule Setting 4 th Grade Classroom Step 1. Introduce the rule. We are going to learn a spelling rule about adding suffixes when the root word ends in y. Listen to the rule. When a word ends in a consonant-y , change the y to i before adding any suffix other than ing. Step 2. Illustrate the rule with examples and non-examples. Example cry + ed = I have the word cry and I want to add the suffix ed. Cry ends in a consonant-y (Teacher points to the letters r and y .), and I’m adding a suffix other than ing (Teacher points to ed .), so I change the y to i. (Teacher crosses out the letter y and writes an i above it, and then writes cried .) Everyone, spell cried. C-r- i-e-d. Example copy + ed = I have the word copy and I want to add the suffix ed. Copy ends in a consonant-y (Teacher points to the letters p and y .), and I’m adding a suffix other than ing (Teacher points to ed ), so I change the y to i. (Teacher crosses out the letter y and writes an i above it and then writes copied .) Everyone, spell copied. C-o-p-i-e-d. Non-example copy + ing = I have the word copy and I want to add the suffix ing. Copy ends in a consonant-y (Teacher points to the letters p and y .), but I’m adding the suffix ing (Teacher points to ing ), so I do NOT change the y to i. (Teacher writes copying .) Everyone, spell copying. C-o-p-y-i-n-g. Non-Example cry + = ing I have the word cry and I want to add the suffix ing. Cry ends in a consonant-y (Teacher points to the letters r and y .), but I’m adding the suffix ing (Teacher points to ing ), so I do NOT change the y to i. (Teacher writes crying .) Everyone, spell crying. C-r-y-i-n-g. Example pacify + ist = Here is the word pacify and I want to add the suffix ist. Pacify ends in a consonant-y (Teacher points to the letters f and y .), and I’m adding a suffix other than ing ( Teacher points to ist), so I change the y to an i. (Teacher crosses out the letter y and writes an i above it and then writes pacifist with two i s.) Before you spell pacifist, look. When I’m left with two i s, I just keep one of them. (Teacher crosses off one i .) Everyone, spell pacifist. P-a-c-i-f-i-s-t. Non-Example play + er = Here is the word play and I want to add the suffix er. Play ends in a VOWEL-y. (Teacher points to the letters a and y .) Play does not end with a consonant-y , so I don’t change the y to an i. (Teacher writes player .) Everyone, spell player. P-l-a-y-e-r.

Step 3. Guide students in analyzing examples and non-examples using the critical attributes. Example study + ed = Let’s spell some words together. We have the word study and we want to add the suffix ed. Does study end in a consonant-y? Yes. Am I adding a suffix other than ing? Yes. Do we change the y to i? Yes. Write studied. Put your pencil down to show me that you are done. (Teacher monitors. When students are done, the teacher writes studied on the board.) Check your spelling. If you missed the word, cross it out and rewrite it. (Pause.) Spell studied. S-t-u-d-i-e-d. Non-example stay + ed = We have the word stay and we want to add the suffix ed. Does stay end in a consonant-y? No. Do we change the y to i? No. Write stayed. Put your pencil down to show me that you are done. (Teacher monitors. When students are done, the teacher writes stayed on the board.) Check your spelling. If you missed the word, cross it out and rewrite it. (Pause.) Spell stayed. S-t-a-y-e-d. Example funny + est = We have the word ______ funny and we want to add the suffix _____ est. Does funny end with a consonant-y? Yes. Are we adding a suffix other than ing? Yes. Do we change the y to i? Yes. Write funniest. Put your pencil down to show me that you are done. (Teacher monitors. When students are done, the teacher writes funniest on the board.) Check your spelling. If you missed the word, cross it out and rewrite it. (Pause.) Spell funniest. F-u-n-n-i-e-s-t. Example happy + ness = Example accompany + ment = Non-example accompany + ing = Example accompany + ist = Example vary + ance Non-example vary +ing (The teacher guides students in the analysis of these words using the same wording.)

Example 7. High Frequency Words (Circle the words that are high frequency AND irregular .)

1. the
2. of
3. and
4. a
5. to
6. in
7. is
8. you
9. that
10. it
11. he
12. for
13. was
14. on
15. are
16. as
17. with
18. his
19. they
20. at
    21. be
    22. this
    23. from
    24. I 2 5. have
    25. or
    26. by
    27. one
    28. had
    29. not
    30. but
    31. what
    32. all
    33. were
    34. when
    35. we
    36. there
    37. can
    38. an
    39. your
    40. which
    41. their
    42. said
    43. if
    44. do
    45. will
    46. each 48.about
    47. how
    48. up
    49. out
    50. them
    51. then
    52. she
    53. many
    54. some
    55. so
    56. these 59.would
    57. other
    58. into
    59. has
    60. more
    61. her
    62. two
    63. like
    64. him
    65. see
    66. time
    67. could
    68. no
    69. make
    70. than
    71. first
    72. been
    73. its
    74. who
    75. now 79.people
    76. my

81. made
82. over
83. did
84. down
85. only
86. way
87. find
88. use
89. may
90. water
91. long
92. little
93. very
94. after
95. words
96. called
97. just
98. where
99. most
100. know
101. get
102. through
103. back
104. much
105. go
106. good
107. new
108. write
109. our
110. me
111. man
112. too
113. any
114. day
115. same
116. right
117. look
118. think
119. also
120. around
121. another
122. came
123. come
124. work
125. three
126. must
127. because
128. does
129. part
130. even
131. place
132. well
133. such
134. here
135. take
136. why
137. help
138. put
139. different
140. away
141. again
142. off
143. went
144. old
145. number
146. great
147. tell
148. men
149. say
150. small
151. every
152. found
153. still 154.between
154. mane
155. should
156. home
157. big
158. give
159. air

Example 8. Independent Spelling Strategies Spelling a Word

1. Look and Copy (Look for the word. Copy the word.) 2. Spelling a short word a. Say the sounds slowly. b. Write the letters. c. Look at the word. Does it look like the word? Spelling a longer word a. Say the parts of the word. b. Write the parts. Use the sounds, prefixes, and suffixes. Use the rules for combining parts. c. Look at the word. Does it look like the word? 3. Ask someone how to spell the word. a. Ask your partner b. Ask the teacher. (If your teacher is not near, underline the word. Keep writing. When your teacher is near, ask for the spelling of the word.) 4. Look up the word (Use a glossary, dictionary, or electronic source.) 5. Try another word.

Example 9. Sentence Expansion Sentence Expanding Goal: The students will be able to expand his/her sentences by adding words or phrases that answer the questions what, where, when, how, and why. Who Action What My friends watched a movie.

1. Introduce the sentence and discuss parts of the sentence. a. Point out that this sentence has three parts: who-action-what. b. Read the parts of the example sentence with your students.
2. Have students create alternative sentences using the example sentence. a. Have students fold a paper into three columns and label the columns: who-action-what. b. Next have the student copy the example sentence, placing the parts of the sentence under who-action-what. c. Then have the students copy the who (my friends) and action (watched) on the next line but add a new what. d. Have students repeat this until you indicate that they should stop. Move around the room and carefully monitor students’ work providing feedback on sentence structure, spelling, capitalization, and punctuation. A student’s paper might look like this. Example Student Paper Who Action What My friends watched a movie. My friends watched zoo animals. My friends watched a small dog. My friends watched a video. My friends watched television.