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1.6d Year 1: W - suffixes that can be added to verbs where no change is needed to the spelling of the root words (mixed suffixes)

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This resource is part of our grammar curriculum
Real Grammar
  • Covers every objective for years 1-6
  • Five-step sequence ensures deep understanding
  • Includes asssessment and revision tools

This Real Grammar resources pack provides everything that you need to successfully explore adding suffixes where no change is needed to the root word with your pupils in Year 1 or to revisit this learning. Pupils will practise adding the suffixes -ed, -ing, -er and -est to words and use these words within sentences. Teaching slides, worksheets, games and an opportunity to apply the new learning in a writing task are all included to create a complete KS1 resource to teach adding suffixes to words. Before using the resources, pupils need to be familiar with the suffixes taught. Separate Real Grammar KS1 resource packs are available to explore the suffixes -ed and -ing, and comparative and superlative suffixes -er and -est.

What is a suffix?

A suffix is a group of letters that can be added to the end of a word. The suffix can change the word’s meaning.

Examples of suffixes include -ing, -ed, -er and -est.

When is the suffix -ing added to words?

The suffix -ing can be added to verbs and is also the ending of some words such as morning or lightning.

Adding the suffix -ing to a verb changes its tense. It is commonly used in the progressive (or continuous tense) which is introduced in Year 2.

When is the suffix -ed added to words?

The suffix -ed can be added to verbs and adding -ed changes the verb to the past tense. The suffix -ed can sound different when added to different words. The suffix can be pronounced /ed/ such as in added or needed; /t/ such as in jumped or kicked; or /d/ such as in buzzed or played.

When are the suffixes -er and -est added to words?

The suffixes -er and -est are added to words to create adjectives that can compare things. When comparing two things, the suffix -er is used to form a comparative. If more than two things are compared, we add the suffix -est to create a superlative.

  • My sister is taller then me but my brother is the tallest.
  • I can jump higher than you.
  • A sloth is the slowest animal on earth.

The suffix -er can also be used to create nouns.

  • Who is the owner of the coat?
  • Mary will be your helper today.
  • The singer joined the band on stage.

What are the spelling rules when adding suffixes to words?

In Year 1, the focus is on adding suffixes to words where no change is needed to the root word. Rules for adding suffixes to other words (first introduced in Year 2) are below.

Doubling the consonant

When the word has a single vowel making the short vowel sound /a/, /e/, /i/, /o/, /u/ and ends in a single consonant, we double the last letter. These words usually have only one syllable.

shop – shopping – shopped

big – bigger – biggest

Words ending in ‘e’

When a word ends in an ‘e’, we drop the ‘e’ before adding the suffix.

bake – baking – baked

large – larger – largest

Words ending in ‘y’

For words ending in a consonant followed by a ‘y’, the ‘y’ is changed to an ‘i’ before adding the suffix -ed, -er and -est. No change is needed if the suffix -ing is added.

cry – crying – cried

tidy – tidier – tidiest

What is included in this resource pack?

This pack is divided into five parts:


    This section includes PowerPoint teaching slides and teaching notes with an optional script to introduce adding suffixes to words where no change is needed to the root word. It can also be used to revisit this aspect of grammar with pupils.


    An independent activity for pupils to practise using what they have been taught, allowing teachers to assess understanding.


    A series of short, 10-minute activities that can be used following the TEACH session to revisit and rehearse what has been taught. These may be short writing tasks, grammar games or editing/proofreading activities.


    A short writing task where pupils can use the grammar skills taught in context to produce independent writing.


    Three SATs style test questions, including cloze activities and multiple choice quiz questions, based on the grammar that has been taught.

  • Teachers can choose which section of the resource pack to use according to their pupils’ needs and could use the activities over a series of lessons or weeks

    Teacher notes are provided to show how these quality resources could be used with pupils.

    How is this resource pack differentiated?

    The PRACTISE and REVISE sections include three activities differentiated for three levels of ability:

    • Worksheet 1 for pupils who may need support. Questions will have a lower cognitive domain (what is being asked of pupils) and/or vocabulary used may be simplified where possible.
    • Worksheet 2 for pupils working at age related expectations.
    • Worksheet 3 for pupils who may need an additional challenge and may be working at a greater depth in this area. Questions will have a higher cognitive domain with more challenging vocabulary.

    SUPPORT and CHALLENGE ideas are also included in the teacher notes of each section where relevant, with ideas of how to support pupils working towards the expected standard or at greater depth in this area.

    What pupil-facing resources are included?

    • TEACH

      PPT slides; model text ‘Blackbirds’


      Practise 1, Practise 2 and Practise 3 worksheets


      Game 1 and game 2

    • APPLY

      PDF images of birds, planning sheet

    • REVISE

      PPT slides; Revise 1, Revise 2 and Revise 3 worksheets

    Answer sheets for all worksheets are provided, where appropriate.

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