Lesson 16 – Plural with Ending – ies _Changing y to i_

Lesson Plan

STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME

NURTUREPLUS LESSON 16: PLURAL WITH ENDING –IES (CHANGING Y TO I)

Adapted from Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors (University of

Texas / Texas Education Agency, 2002)

of 4

Part Duration Lesson Materials

1

10

minutes

READING FLUENCY

Objective:

To check / monitor students’ progress in

reading

1. Teacher recaps previous lesson taught

and get student response.

2. Ask each student to read the book aloud

and check reading of each student.

While student reads:

1. Teacher corrects any mistakes made.

2. Students write down words not read

correctly in their worksheet.

3. While teacher is assessing a particular

student, the rest will read on their own

while waiting for their turn.

Reading Material:

Own PM+ Level

books for each

group (depends on

proficiency level of

each student

group)

1 set for teacher, 1

for pupil

Student Worksheet:

Lesson 16

2

10

minutes

WORD STUDY

Objective:

Students will learn how to change

singular nouns to plural by adding ‘i’ to

to the ‘es’ especially words ending with

‘y’

1. Review rule of changing singular nouns

to become plural by adding ‘s’ or ‘es’ at

the back.

2. Introduce new rule by showing a word /

noun that ends with ‘y’ e.g. baby.

3. Show its plural form to students and get

student response on letters that have

‘gone missing’ or ‘been replaced’.

4. Model to students on how to change

singular form of nouns ending with ‘y’.

(the ‘y’ becomes ‘i’ before adding ‘es’)

5. Show students other examples of nouns

ending with ‘y’ (refer to Teacher

Whiteboard / Flip

chart (to explain as a

large group)

/ Small magnetic

boards (to explain in

small groups)

Teacher Resource:

Lesson 16

Student Worksheet:

Lesson 16

Lesson Plan





of 4

Resource)

6. Engage student participation by making

them change some of the singular

nouns. (refer to Student Worksheet so

that there is no overlap and giving of

answers to students before they do their

work)

7. Wrap up this part by restating the

importance of adding the ‘i’ and ‘es’.

3

30

minutes

INSTRUCTIONAL READING

Objective:

Students will get to interact with the

characters of the story through a set of

agree / disagree statements.

Before reading:

1. Pass the books to students.

2. Engage student interest by asking them

to guess what the story is about by

looking at the title.

3. Guide student response.

Reading:

1. Make students read books in their own

groups.

2. Get students to focus on the characters

found in the story. (look at their

strengths / weaknesses)

After reading:

1. Get students to fill up worksheet by

agreeing or disagreeing on the character

traits.

2. Get them to give examples from the

book on why they say the character

possesses such traits.

3. Discuss student answers.

Reading Material:

HA: A Spider in my

Bedroom (Level

19)

MA: The Skipping

Rope (Level 14)

LA: Roar Like a

Tiger (Level 8)

Student Worksheet:

Lesson 16

NOTE TO

TEACHERS:

In the Student

Worksheet, pg 2 is

different for each

group.

Lesson Plan





of 4

4

20

minutes

GAMES

Objective:

Students will reinforce their

understanding in topics taught (in this

lesson or previous) by engaging in a

simple game.

1. Give out word cards to students.

2. From the word cards given, students are

to spell them, and group according to

the plural form (-s, -es or –ies)

3. Time the students to complete the game.

(10 minutes)

4. Reward student who completes puzzle

in the fastest time.

5. For the HA and / or MA students, after

they have grouped the words into the

relevant groups, make them form a

simple sentence containing any of the 2

plural words.

Teacher Resource:

Lesson 16

Student Worksheet:

Lesson 16

5

10

minutes

WRITING

Objective:

Students will improve writing fluency

1. Review the plural words learnt in the

lesson.

2. Encourage students to write as many

plural words as they can remember

from the words they have seen or read.

3. Ask each student to read the words they

have written and share to the group

members.

4. Monitor and help students with their

spelling and pronunciation.

Student Worksheet:

Lesson 16

Teacher’s Resource



Page 1 of 2

Part 2: Word Study

Singular Plural

Baby Babies

Bunny Bunnies

Pony Ponies

Body Bodies

Army Armies

Copy Copies

Puppy Puppies

City Cities

Family Families

Fly Flies

NOTE:

Exception to some words (Just in case students ask or bring this up, if

not can choose not to) – list is not exhaustive

Keys Chimneys

Donkeys Turkeys

Plays Ways

Teacher’s Resource



Page 2 of 2

Part 4: Game

The sound a

snake makes

is a ……………

Student’s Worksheet



Page 1 of 5

Name: _________________________________________________________ Date: _____________________

Part 1: Reading Fluency

Write down the words you have difficulty pronouncing in the box below.

Book title: _______________________________________________

Part 2: Word Study

Look at the following words that end with y. How do you make them plural?

Singular Plural

Copy

Puppy

City

Family

Fly




Page 2 of 5

Part 3: Instructional Reading (Title of story: Roar Like a Tiger – Level 8)

VOCABULARY

Any difficult words you see in your new book? What are they? Write them in the box

below with their meanings.

Read your text carefully and study the character by ticking the agree or disagree boxes

and explain why you think so.

Statements

Tick the boxes

Why do you say so? (give examples from your

book) Agree Disagree

Katie is a brave girl.

Katie does not

listen to her Mum.

Katie is scared of

seeing a dentist.

Joe the dentist does

not know how to

help Katie.

Katie is happy with

the dentist.




Page 3 of 5

Part 3: Instructional Reading (Title of story: The Skipping Rope – Level 14)

VOCABULARY

Any difficult words you see in your new book? What are they? Write them in the box

below with their meanings.

Read your text carefully and study the character by ticking the agree or disagree boxes

and explain why you think so.

Statements

Tick the boxes



Clare is very

helpful.

Abby is an honest

person.

Clare is very proud.

Abby never gives

up.

Clare is thoughtful.

Abby fears

skipping.




Page 4 of 5

Part 3: Instructional Reading (Title of story: A Spider in my Bedroom – Level 19)

VOCABULARY

Read your text carefully and study the character by ticking the ‘agree’ or ‘disagree’

boxes and explain why you think so.

Statements

Tick the boxes.



Alex is scared of

spiders.

Alex’s Mum is not

helpful at all.

Alex’s Mum knows

how to catch a

spider.

Alex is very brave.

Write down the difficult words here.




Page 5 of 5

Part 4: Writing

Write as many plural words that end with –ies that you have learnt or come across

today in box below in the shortest time possible.

Check Time:

How do you feel after today’s lesson? (Tick the box)

☺ � �

Why do you feel so?

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What have you learnt today?

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Lesson 16 – Plural with Ending – ies _Changing y to i_

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Transcript of Lesson 16 – Plural with Ending – ies _Changing y to i_