Spelling singular and plural nouns
Building word recognition and spelling skills through the exploration of general rules:
|Most nouns||add s||book, books; cup, cups; sprout, sprouts|
|Most nouns that end in ch, sh, s, x, or z||add es||box, boxes; bus, buses; prize, prizes|
|Most nouns that end in a vowel and y||add s||boy, boys; day, days; key, keys|
|Most nouns that end in a consonant and y||y becomes ies||baby, babies; country, countries; spy, spies|
|Most nouns that end in f for fe||f or fe becomes ves||elf, elves; loaf, loaves; thief, thieves|
|Most nouns that end in o||add s||kangaroo, kangaroos; piano, pianos; video, videos|
|Certain nouns that end in a consonant and o||add es||herp, heroes; potato, potatoes; volcano, volcanoes|
Activities to support the strategy
Use or create your own visual display to explain the above rules.
Use of create your visual displays - irregular plural nouns
Bot activity 1 and activity 2 PowerPoints sourced from www.primaryresources.co.uk
Provide proof reading/editing activities using authentic texts or students’ own texts. Students can refer to visual displays to check for incorrectly spelt plurals and then proceed to correct the text themselves with a red marker. For example:
Can you spot the 10 mistakes?
The children from Islington were all sitting on the train, clutching their cases and gas masks. The younger ones were crying like babys, but others felt they were off on their holidaies. They took off their coats and scarfs and waited for the whistle to blow. They knew their lifes were about to change forever.
The train began to move. Citys flashed by, soon followed by the green countryside of village churchs, hills and valleys.
The boy's and girls ate their lunchs, and before long the train was slowing down at a platform. At long last they were there! Smart looking ladys and a few official looking gentlemen were waiting to meet them and take them to their new homes. What storys they would have to tell in their letters home.
Singular and plural nouns
Recognise uncommon plurals, for example ‘foci’.
EN3-4A: Draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts.
NSW literacy continuum
WRIC12M8: Aspects of writing, Cluster 12, Marker 8: Integrates a range of spelling strategies and conventions to accurately spell most words, including words of many syllables.