lesson 16 – plural with ending – ies _changing y to i_
TRANSCRIPT
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)
Page 1 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
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)
Page 2 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
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)
Page 3 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
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 16: PLURAL WITH ENDING –IES (CHANGING Y TO I)
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
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 16: PLURAL WITH ENDING –IES (CHANGING Y TO I)
Page 2 of 2
Part 4: Game
The sound a
snake makes
is a ……………
Student’s Worksheet
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 16: PLURAL WITH ENDING –IES (CHANGING Y TO I)
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
Student’s Worksheet
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 16: PLURAL WITH ENDING –IES (CHANGING Y TO I)
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.
Student’s Worksheet
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 16: PLURAL WITH ENDING –IES (CHANGING Y TO I)
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
Why do you say so? (give examples from your
book) Agree Disagree
Clare is very
helpful.
Abby is an honest
person.
Clare is very proud.
Abby never gives
up.
Clare is thoughtful.
Abby fears
skipping.
Student’s Worksheet
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 16: PLURAL WITH ENDING –IES (CHANGING Y TO I)
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.
Why do you say so? (give examples from your
book) Agree Disagree
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.
Student’s Worksheet
STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME
NURTUREPLUS LESSON 16: PLURAL WITH ENDING –IES (CHANGING Y TO I)
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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