English lesson plan · 5th grade (Year 6 in England) · 30 minutes
-able or -ible? The root-word test (enjoyable, possible)
Spelling
CCSS L.5.2.EEngland: Y5/6 Spelling (-able, -ible, -ably, -ibly)
Objective and success criteria
Students will: -able or -ible? The root-word test (enjoyable, possible).
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Opposites with il-, im-, ir- and in- (illegal, impossible, irregular)
Leads to: the next skill in this area.
Materials: Word cards, Look-say-cover-write-check sheets, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Opposites with il-, im-, ir- and in- (illegal, impossible, irregular)). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which prefix makes the opposite of "relevant"? (il / im / ir / in) → irPrompt: Look at the first letter of the root word.
- Type the opposite of "mortal" using il-, im-, ir- or in-. → immortalPrompt: Which letter does the word start with?
- Which spelling is correct? (impossible / inpossible / imposible) → impossiblePrompt: Say the word slowly and listen for the tricky part.
Hook · 3 min
- Show a word spelled two ways and ask which looks right, then why.
- Share the objective: -able or -ible? The root-word test (enjoyable, possible). Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which ending completes the word? comfort___
- Step 1: -able is usual when a complete root word comes before it (enjoy → enjoyable) or there is a related -ation word (adoration → adorable). -ible is usual when what comes before is not a complete word (poss-ible, terr-ible).
- Step 2: comfortable
- Step 3: So the answer is: able
- Answer: able
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which ending completes the word? aud___ (loud enough to hear) (able / ible) → iblePrompt: Cover the ending. Is the part left a complete word?
- Add -able to "desire". Type the new word. → desirablePrompt: Does the word end in e? Usually drop it, but keep it after a soft c or soft g (noticeable, changeable) so the sound stays soft.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which ending completes the word? vis___ (able / ible) → iblePrompt: Cover the ending. Is the part left a complete word?
- Which spelling is correct? (incredably / incrediblely / incredibly) → incrediblyPrompt: Say the word slowly and listen for the tricky part.
Watch out for
- Spelling every word exactly as it sounds.
- Learning a list for a test but not using the words in writing.
Support and stretch
Support
- Review first: Opposites with il-, im-, ir- and in- (illegal, impossible, irregular).
- Use concrete materials: word cards.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-5.
Free lesson plan from eurekami.com/lesson-plan-builder