Drop the y, add ies/ied

Student Name: Briana Falconer School Name: Hopewell Elementary

Grade Level: 2nd Host Teachers Name: Mrs. DAmore


Guiding Questions:
How do we make words that end in y, plural?
Can you determine whether the letter before the y is a consonant or a vowel?
How do you know when to drop the y and add ies or ied?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students have already have practiced making words that end in y plural and past tense, but have
not mastered the concept of dropping the y, and adding ies/ied. Students should be able to
recognize the difference between vowels and consonants. This will help them understand and
implement the rule. Students should also have some concept of what it means for a word to be
plural and they should also be familiar with the terms noun and verb. Students may have the
misconception that you always change y to ies or ied. Since they are just learning this rule, they
may not always stop and think when they want to add a suffix to the end of a y word.

Standards:
CCSS.ELA-LITERACY.RF.2.3.D Decode words with common prefixes and suffixes

Learning Objectives and Assessments:
Learning Objectives

Assessment
Students will apply the spelling rule drop
the y, add ies/ied when writing plural nouns
and third person, present/past tense verbs
(applying)
Teacher will assess worksheet for correctness

Students recognize when to use the drop the
y rule and when to just add an s or ed
suffix. (Understanding)
Teacher will assess worksheet for correctness
and watch students to see if they stand in the
correct category during the quick review
game.



Materials: (List all, include any online or book references)
Flashcards (for when students finish early or need extra practice)
Drop the y worksheet
Chart Paper with rules

Resources: Worksheet example: http://www.carlscorner.us.com/Plurals/DropY.pdf

Plan for distribution/cleanup of materials:
The chart paper will be prepared ahead of time with rules and some practice words written on it.
Miss Falconer will have the materials flashcards ready on the carpet. Student worksheets will be
stacked on the small table. Miss Desai will place a worksheet on each students desk before they
return to their seats.

Lesson Beginning:
The students will be called to the rug. Miss Falconer will say good morning boys and
girls, today we will be reviewing rules for adding suffixes to words that end in y. We already
know that sometimes when we want to add the suffix s or ed onto the end of a word, we need
to drop the y and add an ies or ied, instead. Its important that we know these rules because
they will help us perfect our writing and these words come up a lot in our everyday writing.
Miss Falconer will then turn the class attention to the board. She will then say If we wanted to
use the suffix s on a word, usually we just add an s onto the end. For example, if I had the
word can, and I wanted to say I have more than one can, I would add s to make cans. Miss
Falconer will draw an arrow from the word can and write cans next to it. She will then say they
same goes for toy. If I have more than one toy, I would write toys. However, boys and girls, we
know that when a word ends in y, we cant always just add an s. Ys dont like to be
surrounded by consonants at the end of words. They need vowel buddies beside them in order to
stick around!

Step by Step plan (numbered):
1. Lesson beginning
2. Next, Miss Falconer will have the words play, cry, and baby written on the board
already. She will then say in order to figure out when to use our rule, we need to look at
our base word and figure out if y already has a vowel buddy next to it or not. She will
underline the y in play.
3. Lets look at the letter next to the y. Is it a vowel or a consonant? After the students
answer, Miss Falconer will write + s, draw an arrow and write plays next to it. She
will say since y already has a vowel buddy at the end of this word, we can just add an s.
4. Next, she will ask the students about the word cry. She will say again, we need to look
at the letter next to y. Is it a consonant or a vowel? after the students answer, she will
underline the consonant and say y does not have a vowel buddy next to it. We
CANNOT just add an s. Y is going to drop out, and ies will take its place instead.
Miss Falconer will cross out the y and write + ies then draw an arrow and write the
word cries.
5. Miss Falconer will then give the example baby. She will remind the students to look at
the letter next to it and decide which ending to use.
6. Next Miss Falconer will review ied endings. She will say Boys and girls, the same
rule applies when we are adding an -ed ending. Ys dont like to be between a
consonant and -ed either. So if we want to add the -ed suffix to talk about something
that happened in the past, we need to make sure that y has a vowel buddy before we can
write it that way. Miss Falconer will model the word play and switch it to played
7. She will then say Now, if we dont see a vowel buddy, we need to write make sure we
write -ied. Miss Falconer will model the word cried.
8. Miss Falconer will review one last time. She will reiterate that if there is no vowel next
to the y at the end of a word, we cannot add the s or ed suffix. We must drop the Y
and add either an -ies or -ied. Miss Falconer will have the steps written simply on a
large piece of paper and will put it up on the board.
9. Miss Falconer will then tell students that they will be completing a worksheet to practice
the rule. Students will then be asked to return to their desks. Miss Falconer will explain
the directions verbally once each student is seated.
10. Closing

Closure:
Miss Falconer will ask a few students how they know when to add an ies or ied instead of just
an s or ed. She will then go over a couple of answers with students. She will warn students that
she will challenge their answer whether they are right or wrong, so each student should be ready
to defend their answer choice. Students may ask classmates for help if they do not understand. At
the end, Miss Falconer will remind students that it is important to keep the rule in mind. She will
have student pledge to always look for ys vowel buddy before simply adding an s or ed suffix.


Key Questions (that you will ask):
1. Is the letter before the y a consonant or a vowel? (Remembering)
2. Can we just add an s? why? (Understanding)
3. How do we know when to drop the y and add ies or ied? (Remembering)


Logistics:

Timing: 15-20 minutes
1. Lesson Beginning (1-2 minutes)
2. Rule Review: 5 minutes
3. Worksheet: 5 minutes
4. Closing: 5 minutes
.
Transitions:
Miss Falconer will call the students to the rug for the activity. After the review, students
will return to their seats and Miss Falconer will give them directions. Students will be allowed to
move from their desks if time permits to work in partners. If students are on the rug, Miss
Falconer will give them time reminders (one minute left) so they can pack up the flashcards
and return to their seats.

Classroom Management:
Miss Falconer will remind the students to keep their eyes on the speaker. She will also
give all directions before student may move. If students are allowed to go to the rug for an
additional activity, Miss Falconer will remind them to be respectful of their peers and to keep
their voices quiet. Students will be asked to raise their hands to answer questions.

Differentiation
The rule will be posted in front of the room for students who need reminders. If time
permits, students who finish early will be given flashcards and will be asked to partner up. Miss
Falconer may pull K. , N., and a few other students if they are struggling with the worksheet and
work on flash cards with them. The words will all end in y and she will have them sort the words
with her guidance.

Name: ____________________ Date: ______

Drop the y and add -ies or -ied

Underline the letter before the y and then circle the
correct suffix ending.


1. party s ies
2. buy s ies
3. carry ed ied
4. key s ies
5. spray ed ied

Rewrite the word using the suffix s or ed.

1. Puppy _______________
2. Study _______________
3. Tray _______________
4. Stay _______________
5. Fry _______________
Ex: play
s
ies