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English lesson plan Β· 6th grade (Year 7 in England) Β· 30 minutes

Endings: -able/-ible, -ant/-ent, -ance/-ence

Spelling

CCSS L.6.2.BEngland: Y5/6 Spelling (-able, -ible, -ant, -ent)

Objective and success criteria

Students will: Endings: -able/-ible, -ant/-ent, -ance/-ence.

  • 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: Endings: -cious/-tious, -cial/-tial

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 Β· 4 min

  • Quick retrieval from earlier learning (Endings: -cious/-tious, -cial/-tial). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which ending completes the word? confiden___ (secret) (cial / tial) β†’ tialPrompt: Think of a related word: grace β†’ gracious, office β†’ official, caution β†’ cautious, part β†’ partial.
  2. Which ending completes the word? suspi___ (not trusting) (tious / cious) β†’ ciousPrompt: Think of a related word: grace β†’ gracious, office β†’ official, caution β†’ cautious, part β†’ partial.
  3. Which ending completes the word? substan___ (large in amount) (cial / tial) β†’ tialPrompt: Think of a related word: grace β†’ gracious, office β†’ official, caution β†’ cautious, part β†’ partial.

Hook Β· 3 min

  • Show a word spelled two ways and ask which looks right, then why.
  • Share the objective: Endings: -able/-ible, -ant/-ent, -ance/-ence. Read the success criteria together.

I do: model it Β· 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? eleg___ (graceful and stylish)
  • Step 1: -able usually follows a complete root word; -ible often follows a root that is not a word on its own. -ant/-ance and -ent/-ence go together in word families.
  • Step 2: The word is "elegant".
  • Step 3: So the answer is: ant
  • Answer: ant
  • Pause after each step and ask a student to say what comes next.

We do: guided practice Β· 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.
  1. Which ending completes the word? eleg___ (graceful and stylish) (ent / ant) β†’ antPrompt: Is the part before the ending a whole word on its own (depend, enjoy)? That usually takes -able.
  2. Which ending completes the word? relev___ (connected to the topic) (ent / ant) β†’ antPrompt: Is the part before the ending a whole word on its own (depend, enjoy)? That usually takes -able.

You do: independent practice Β· 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 Β· 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which ending completes the word? toler___ (accepting of others) (ent / ant) β†’ antPrompt: Is the part before the ending a whole word on its own (depend, enjoy)? That usually takes -able.
  2. Which ending completes the word? exist___ (the fact of being alive) (ence / ance) β†’ encePrompt: Is the part before the ending a whole word on its own (depend, enjoy)? That usually takes -able.

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: Endings: -cious/-tious, -cial/-tial.
  • 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-6.

Free lesson plan from eurekami.com/lesson-plan-builder

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Endings: -able/-ible, -ant/-ent, -ance/-ence

Name

Date

Score/ 6

  1. Question 1

    Which ending completes the word? break___ (can be broken)

    • A. ible
    • B. able
  2. Question 2

    Which ending completes the word? independ___ (free, not needing others)

    • A. ant
    • B. ent
  3. Question 3

    Which ending completes the word? enjoy___ (fun)

    • A. able
    • B. ible
  4. Question 4

    Which ending completes the word? signific___ (important, large)

    • A. ent
    • B. ant
  5. Question 5

    Which ending completes the word? horr___ (very bad)

    • A. able
    • B. ible
  6. Question 6

    Which ending completes the word? incred___ (hard to believe)

    • A. ible
    • B. able

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Answer key: Endings: -able/-ible, -ant/-ent, -ance/-ence

  1. 1. B. able

  2. 2. B. ent

  3. 3. A. able

  4. 4. B. ant

  5. 5. B. ible

  6. 6. A. ible