Morphology: Adding -ing suffix double the final consonant transcript
Elaine Stanley:
Our next lesson we're going to demonstrate is one for adding an -ing suffix. Again, for -ing, there are three separate applications or three separate lessons that we cover in our progression. In this lesson that we're going to show, we're learning how to add -ing to a base word where you need to double the final consonant before adding the suffix.
Again, background information about what happens before we get to this lesson. We first introduced the -ing suffix in Phase 10, and in that phase we learn the meaning of -ing, that it's something that's happening now, and we learn how to add it to base words where you don't need to do anything to the word, you just add it. We can use that same example with jump and if we add -ing it means I'm jumping now. Then, in Phase 13, we learn how to add the -ing suffix to a silent e word. Again, we can use the same word, bake. I want to show I'm baking something now. I take away the e and I add -ing, so exactly the same process.
Now, in Phase 14, we're learning about adding -ing to words where we need to double the final consonant before adding the suffix. Here's our lesson plan again. We'll put the link here for this lesson about -ing, and also for the worksheet.
I would introduce this by saying:
Teacher:
We've already learned how to add -ing to base words to show that something is happening now. Today we're learning about words where we need to double the final letter before adding -ing. If a word has a short vowel sound followed by one final consonant, then we need to double the final consonant before we add the -ing suffix.
I could demonstrate that with the word run. I've got /r/, /ŭ/, /n/, I can hear a short vowel /ŭ/, one final consonant. I'm going to double that final consonant before adding -ing. And when I add the suffix, it shows I'm running now.
I'm going to add -ing to these words now on my whiteboard.
My first word is rub.
All right, there's my word. Okay, I need to listen to what sounds I can hear, /r/, /ŭ/, /b/. I can hear a short vowel sound. And there's one final consonant. So I know to make rubbing, I need to double that consonant and then add my suffix.
All right, so my sentence might be, ‘I am rubbing my word out.’
Elaine Stanley:
Then I would do the same with skip and grab, and make a sentence to show each one and show what I need to do to each word. Then students are going to join in.
Teacher:
We're going to read some words now and then add an -ing suffix to show that something is happening now. What's our first word?
Student:
/w/, /ĭ/, /n/. Win.
Teacher:
Okay, so how do we show that this word is happening now?
Student:
We add -ing.
Teacher:
That's right. Now, in this word, do we have a short vowel?
Student:
Yes. Short ‘i’ [ĭ].
Teacher:
And do we have one final consonant?
Student:
Yes, we do.
Teacher:
Okay, so I want you to write the base word and then I want you to think about what you need to do to this word before you add the suffix, and you can chin it when you're ready. Tell us your thinking.
Student:
Yes, well, it's got a short ‘i’ [ĭ] sound and one final consonant. I doubled that consonant and then added -ing.
Teacher:
Beautiful. Okay. Can you tell me a sentence for that word?
Student:
I am winning the footy tipping competition.
Teacher:
Beautiful. Okay, well done.
Elaine Stanley:
Then we would do the same for hug and shop, and we'd go through the same process and think of a sentence for each one. Again, then we introduce some sentences for reading first. We would decode the sentence. This is the ‘We do’ one. I would've demonstrated one for ‘I do’. And we would decode to get, ‘I am running to get to the next bus stop in time.’
And again, I would add that layer of questioning.
Teacher:
Kerrie, can you tell me the word that has the -ing suffix added?
Student:
Running.
Teacher:
Running. What does it tell us when the -ing is added? When am I running?
Student:
Happening now. You're running now.
Teacher:
And what did we have to do to that word?
Student:
Double the final consonant and add -ing.
Teacher:
That's right. Beautiful.
Elaine Stanley:
We would just unpack, then we're going to write a sentence, so our sentence this time might be, ‘He is napping and chatting at the same time’. Again, we would write the sentence, circle any words. I'll let Kerrie do the talking out loud for ‘napping’ maybe.
Student:
Okay, so, ‘He is napping.’ I'd write nap. /n/, /ă/, /p/. And I know that's a short ‘a’ [/ă/]. So, one final consonant. I double the consonant, and add -ing.
Elaine Stanley:
All right. And then we would do the whole sentence in that way, and I'd be checking and helping students as we go. But the important thing is always start with the base word, then work out what you need to do to add the suffix so that they go through the same process each time.
Then, again, I would get students just to circle the words at the end. Kerrie's doing it now for us. Circle the words at the end and we would talk about which words show it's happening now and also what we did to the word.
Again, we introduce our morphology slide that's going to go in our review and because this is our third lesson about -ing, students are already familiar with this slide, we just keep adding what we want them to do. They would already know the question, answer, response. I would say:
Teacher:
What's the suffix?
Student:
-ing.
Teacher:
What does it mean?
Student:
Happening now.
Teacher:
Your word is jump. Add the suffix.
Student:
Jumping.
Teacher:
What does that mean?
Student:
Something is jumping now.
Teacher:
All right, great. Now I'm going to get you to show me on your whiteboard some more words with this suffix. Your first word is glide.
Elaine Stanley:
They would think about the sounds they can hear in glide. They really know it's going to be a silent e or double the final consonant.
Student:
I took away the e and added -ing.
Teacher:
And then chin your word.
Elaine Stanley:
Everyone would be doing that and I'd be checking.
Teacher:
How do we know this word's happening now?
Student:
Because it's -ing, means happening now.
Teacher:
And what did we do to this word to add the suffix?
Student:
I took away the e and added -ing.
Teacher:
All right, beautiful.
This time your word is nap. I want you to add the suffix to show me that's happening now.
Student:
I double the final consonant because it's a short ‘a’ [ă], and add -ing.
Teacher:
Beautiful.
Elaine Stanley:
And then we talk about that one again. Great.
Thanks, Kerrie.
Again, we would do that every time we see that slide, but you might also have other slides in your review with those different word types. I might say:
Teacher:
Today your word is help. Can you add the suffix?
Student:
Helping.
Teacher:
And what does it mean?
Student:
I'm helping now.
Teacher:
Great. All right, and then the next one. We need our whiteboard for this. Your word is hope. Can you add the suffix to show that's happening now?
Student:
I have to take away the e and add -ing.
Teacher:
And then chin your word when you're ready.
Elaine Stanley:
And we would make sure everyone's done that and talk about it.
Teacher:
Great. And your last word is step. Can you add the suffix to show it's happening now on my board?
Student:
Yes. So that /ĕ/ is a short vowel. It's got one final consonant, so I double that and add -ing.
Teacher:
Beautiful.
Elaine Stanley:
And then we talk about what we did and how we know it's happening now.
You do have the option in your morphology review once you've taught -ed and -ing to combine them in your review. So instead of doing them both separately on separate slides, we can put them together.
But what's important now is the questioning the teacher asks.
For the first one, which is adding -ed or -ing to a silent e word, there is actually a little rhyme that you can make. The rhyme is, ‘Take away the silent e, then add -ed or -ing.’
Teacher:
Kerrie, what's our rhyme?
Student:
Take away the silent e, then add -ed or -ing.
Teacher:
Just helps us remember.
Your word is glide. Can you add the suffix to show me that's happening now?
Student:
Now. You're testing me today.
Teacher:
Sorry. You're doing all the work here.
Student:
Happening now. Take away the e and add -ing.
Teacher:
Beautiful.
And then we'll chin it and we make sure we've got happening now and we've taken the e away.
Great. All right, then we bring up the next slide.
Today your word is chat. Can you add the suffix to show me that's already happened?
Student:
Already happened. So /ă/, I know it's a short vowel and it's got one final consonant, so I double the t and add -ed because it's already happened.
Teacher:
Beautiful. Great.