Suffix Squad Slides
Unit 1 • Week 5 • Word Study
Suffix Squad
Let's master five magic word endings: -ed, -ing, -s/-es, -er, and -est!
Grade 4 Morphology
15 Minutes Daily
Day 1 Focus
Introduction & Overview
Introducing the
Five Suffixes
Learn what suffixes are, how they change a base word's meaning, and practice reading them in action.
🎯 Identify base words & suffixes Let's Go!
Day 1 • Hear-Say Oral Warmup • 2 Min
Listen & Say the Suffix!
I will say a base word. You say it with the suffix!
Target Endings:
-ed -ing -s / -es -er -est
Base Word
walk
Base Word
talk
Base Word
clean
Base Word
fast
💡 Discussion: Does fastest make sense? Yes! Does cleanest make sense? Yes! Does talkest sound right? No! Not every suffix fits every word.
Teacher Tip: Call out suffixes rapidly for choral response.
Day 1 • Read-Learn Anchor Chart • 3 Min
| Suffix | What It Means / Does | Example |
|---|
| -ed | Shows past tense (happened before) | jump → jumped |
| -ing | Shows ongoing action (happening now) | jump → jumping |
| -s / -es | Makes a noun plural OR shows present tense | jump → jumps |
| -er | Compares two things (or a person who does an action) | fast → faster |
| -est | Compares three or more things | fast → fastest |
Let's read chorally: "-ed means past tense. Jump becomes jumped!"
Day 1 • Strategy Strategic Thinker • 2 Min
Strategy: Look at the Base Word First!
"When you meet a long word, don't panic! Cover the suffix, read the base word, then add the ending back to find the meaning."
1
Cover & Read
Read the base word first.
2
Uncover Suffix
Identify the suffix.
3
Analyze Meaning
Time, number, or comparison?
Let's practice this strategy on the next slide!
Day 1 • Practice • Step 1 1. Cover Suffix
Step 1: Read the Base Word
Cover the suffix. What base word do you see?
laugh___ Word 1
1. Cover Suffix: laugh
2. Uncover Ending: _________
3. Ask Meaning: _________
sweet___ Word 2
1. Cover Suffix: sweet
2. Uncover Ending: _________
3. Ask Meaning: _________
Teacher: Have students chorally read the base words "laugh" and "sweet". Advance to uncover!
Day 1 • Practice • Step 2 2. Uncover Ending
Step 2: Uncover & Name the Suffix
Now add the suffix back. What ending has been added?
laughing Word 1
1. Cover Suffix: laugh
2. Uncover Ending: -ing
3. Ask Meaning: _________
sweeter Word 2
1. Cover Suffix: sweet
2. Uncover Ending: -er
3. Ask Meaning: _________
Teacher: Have students identify suffixes -ing and -er. Advance to ask meanings!
Day 1 • Practice • Step 3 3. Ask Meaning
Step 3: Analyze the Suffix Meaning
What does the suffix do to the base word's meaning?
laughing Word 1
1. Cover Suffix: laugh
2. Uncover Ending: -ing
Happening NOW! (Ongoing verb action)
sweeter Word 2
1. Cover Suffix: sweet
2. Uncover Ending: -er
Compares TWO things! (More sweet)
Teacher: Choral review of meaning change. Students now completely understand the strategy!
Day 1 • Practice Model & Partner Practice • 4 Min
Let's Build Words!
| Base Word | -ed | -ing | -s | -er | -est |
|---|
| walk (Teacher Models) | walked | walking | walks | walker | — |
| play (Your Turn!) | played | playing | plays | player | — |
Check with your partner: Does each play-suffix sound correct?
Day 1 • Apply
Writing Countdown: 4:00
| 4:00 (Start) | 3:00 | 2:00 | 1:00 | 0:00 (Stop)
Write Your Own Sentences!
On Page 1 of your workbook, write two sentences using the base word jump with two different suffixes:
jumped jumping jumps jumper jumpest?
Write Sentences Here (Interactive Board Spot)
Teacher: Display this while students work, then write student-shared models on the lines.
Day 2 Focus
Spelling Adaptations
Spelling Changes
with -ed and -ing
Discover when to double the final consonant (hop → hopped) and when to drop the silent e (bake → baking).
🎯 Apply "Double it" & "Drop the e" rules Let's Go!
Day 2 • Hear-Say Oral Warmup • 2 Min
Listen & Choral Speak!
Say the words with -ed and -ing!
hop
hopped • hopping
bake
baked • baking
run
ran • running (Wait!)
⚠️ Irregular Alarm: What happened to "run" with -ed? We say ran! It's irregular. But running still follows the rules!
Words for today: hop, bake, plan, race, skip, smile
Day 2 • Read-Learn • Rule 1 Spelling Rules • 3 Min
| Rule | When to use it | Base | -ed Form | -ing Form |
|---|
| Double It! | Short vowel + one consonant ending | hop | hopped | hopping |
| (Next Rule...) | ___________________________ | — | — | — |
| (Next Rule...) | ___________________________ | — | — | — |
Let's look closely at hop: Short 'o' + 'p' means we double the p!
Day 2 • Read-Learn • Rule 2 Spelling Rules • 3 Min
| Rule | When to use it | Base | -ed Form | -ing Form |
|---|
| Double It! | Short vowel + one consonant ending | hop | hopped | hopping |
| Drop the "e" | Silent e ending | bake | bake+ed | bake+ing |
| (Next Rule...) | ___________________________ | — | — | — |
Watch what happens to bake: The silent 'e' disappears before adding -ed or -ing!
Day 2 • Read-Learn • Rule 3 Spelling Rules • 3 Min
| Rule | When to use it | Base | -ed Form | -ing Form |
|---|
| Double It! | Short vowel + one consonant ending | hop | hopped | hopping |
| Drop the "e" | Silent e ending | bake | baked | baking |
| Just Add It | All other word endings | jump | jumped | jumping |
For all other word endings, we do nothing to the base word—just add the suffix!
Day 2 • Strategy Strategic Thinker • 2 Min
Strategy: Check the Base Word Ending!
"Before you pick your pencil up to write, look at the end of the base word. That ending tells you exactly what rule to use!"
Short Vowel + 1 Consonant?
Double it first!
Ends in Silent "e"?
Drop the "e" first!
Anything else?
Just add it!
Ask yourself: "What letters are at the end of my base word?"
Day 2 • Practice Model & Partner Practice • 4 Min
Let's Try These Together!
| Base Word | Rule to Use | -ed Form | -ing Form |
|---|
| tap (Teacher Model) | Double It! | tapped | tapping |
| race (Partner Practice) | __________? | __________ | __________ |
| push (Partner Practice) | __________? | __________ | __________ |
Work with your partner on race and push. Which rule applies to each?
Day 2 • Practice Answers Answer Key Checked!
Spelling Practice Answers!
| Base Word | Rule to Use | -ed Form | -ing Form |
|---|
| tap (Teacher Model) | Double It! | tapped | tapping |
| race (Partner Practice) | Drop the "e" | raced | racing |
| push (Partner Practice) | Just add it | pushed | pushing |
Why does "push" just add it? Because it ends in two consonants (sh)!
Day 2 • Apply Countdown: 4:00
| 4:00 (Start) | 3:00 | 2:00 | 1:00 | 0:00 (Stop)
Your Turn: Complete on Your Paper!
Turn to Page 2 of your workbook and complete the **Spelling Sorting & Rewriting** section!
Sort these words with -ed and -ing:
wave (-ing) clap (-ed) help (-ed) drip (-ing) slide (-ing) mix (-ed)
Teacher: Display this while students work, guiding them to double, drop, or just add.
Day 3 Focus
Nouns & Verbs
Suffix -s and -es:
Plurals & Agreement
Learn when to add -s versus -es, and how to match verbs to their subjects correctly in sentences.
🎯 Know when to add -s vs. -es based on word endings Let's Go!
Day 3 • Hear-Say Oral Warmup • 2 Min
Make it Plural or Match the Subject!
I will say a word. You chorally respond with the -s or -es form!
Noun
box
boxes (-es)
Noun
cat
cats (-s)
Verb
brush
brushes (-es)
📢 Try saying "boxs" or "brushs" without the "e" sound. It's almost impossible! That "e" gives us an extra syllable to make speaking easy.
Words for today: watch, dog, dish, bench, wish, map
Day 3 • Read-Learn • Step 1 Plural Rules • 3 Min
Add -s
Add -s to most base words.
Noun: cat → cats
Noun: dog → dogs
Next Suffix...
When do we add -es instead?
Choral Read: "Cat becomes cats. Dog becomes dogs. Just add an -s!"
Day 3 • Read-Learn • Step 2 Plural Rules • 3 Min
Add -s
Add -s to most base words.
Noun: cat → cats
Noun: dog → dogs
Add -es
Add -es when the base word ends in: -s, -ss, -sh, -ch, -x, -z
Ends in -x: box → boxes
Ends in -sh: wish → wishes
Ends in -ch: watch → watches
Why does "church" take -es? Because it ends in -ch! (churches)
Day 3 • Strategy Strategic Thinker • 2 Min
Strategy: Say It Out Loud to Check!
"If saying the word with a suffix feels like you need an extra syllable (or 'es' sound) to make it work, you need -es. Otherwise, just write -s!"
Rule-Based Endings
Look for the letters: s, ss, sh, ch, x, z. Those get -es!
The Sound Test
Listen for the extra "uhz" sound at the end. (brush-es, patch-es)
Always check with both your eyes (the letters) and ears (the sound)!
Day 3 • Practice Model & Partner Practice • 4 Min
Which Suffix Does It Need?
| Base Word | Ending Letters | Add -s or -es? | New Word |
|---|
| brush (Teacher Model) | -sh | -es | brushes |
| plant (Partner Practice) | -nt | ____? | __________ |
| church (Partner Practice) | -ch | ____? | __________ |
| frog (Partner Practice) | -g | ____? | __________ |
Solve in your partner teams! Does each ending letters cue tell you the suffix?
Day 3 • Practice First Reveal!
Which Suffix Does It Need?
| Base Word | Ending Letters | Add -s or -es? | New Word |
|---|
| brush | -sh | -es | brushes |
| plant (Partner Practice) | -nt | -s | plants |
| church (Partner Practice) | -ch | ____? | __________ |
| frog (Partner Practice) | -g | ____? | __________ |
Excellent! Since "plant" ends in -nt (not our es letters), we just add -s!
Day 3 • Practice Second Reveal!
Which Suffix Does It Need?
| Base Word | Ending Letters | Add -s or -es? | New Word |
|---|
| brush | -sh | -es | brushes |
| plant | -nt | -s | plants |
| church (Partner Practice) | -ch | -es | churches |
| frog (Partner Practice) | -g | ____? | __________ |
Look! "church" ends in -ch, so we must add -es: churches!
Day 3 • Practice Answers All Answers Revealed!
Spelling Practice Answers!
| Base Word | Ending Letters | Add -s or -es? | New Word |
|---|
| brush | -sh | -es | brushes |
| plant | -nt | -s | plants |
| church | -ch | -es | churches |
| frog (Partner Practice) | -g | -s | frogs |
Frog ends in standard letter -g, so we just add -s: frogs!
Day 3 • Apply You Do • 4 Min
Apply Noun & Verb Agreement!
Turn to Page 3 of your workbook and complete the sentence fill-in section. Remember to say the word + suffix out loud to check!
The dog fetches (fetch) the ball.
She passes (pass) the ball to her teammate.
Teacher: Display this while students work on Day 3 Page 3.
Day 4 Focus
Comparing things
Comparative Suffixes:
-er and -est
Learn how to compare two things (-er) or an entire group (-est), and master spelling shifts like changing y to i.
🎯 Use comparative modifiers correctly and apply spelling changes Let's Go!
Day 4 • Hear-Say Oral Warmup • 2 Min
Compare It!
I will say a base adjective. You respond with the -er (comparing 2) and -est (comparing group) forms!
tall
taller (-er)
tallest (-est)
big
bigger (double g!)
biggest (double g!)
happy
happier (y to i!)
happiest
💡 Word Wise: Do we say "beautifuler"? No! Some long words use "more" or "most" instead. (more beautiful, most beautiful). Today, we focus on words that use suffixes!
Words for today: fast, bright, hot, funny, clean
Day 4 • Read-Learn Comparative Rules • 3 Min
| Pattern | What to change | Base | -er (Compare 2) | -est (Compare 3+) |
|---|
| Just Add It | No spelling changes needed | tall | taller | tallest |
| Double Consonant | Short vowel + single consonant ending | big | bigger | biggest |
| Change "y" to "i" | Ends in a consonant + "y" | happy | happier | happiest |
| Drop Silent "e" | Ends in a silent, magic "e" | nice | nicer | nicest |
Be careful! Always check your base word spelling before you rewrite!
Day 4 • Strategy Strategic Thinker • 2 Min
Strategy: Count the Items Being Compared!
"Before choosing your suffix, look for the clue in the sentence: Am I comparing TWO things (-er), or is it a comparison of THREE OR MORE (-est)?"
Comparing 2 items?
Use Suffix: -er
Example: "My brother is taller than my dad."
Comparing a whole group?
Use Suffix: -est
Example: "My brother is the tallest in our family!"
Remember: Once you choose -er or -est, check the spelling rules too!
Day 4 • Practice Model & Partner Practice • 4 Min
Which Suffix Does It Need?
| Base Word | Spelling Rule | -er (Compare 2) | -est (Compare 3+) |
|---|
| hot (Teacher Model) | Double It! | hotter | hottest |
| funny (Partner Practice) | __________? | __________ | __________ |
| bright (Partner Practice) | __________? | __________ | __________ |
| safe (Partner Practice) | __________? | __________ | __________ |
Solve in your partner teams! Check spellings before you write.
Day 4 • Practice First Reveal!
Which Suffix Does It Need?
| Base Word | Spelling Rule | -er (Compare 2) | -est (Compare 3+) |
|---|
| hot | Double It! | hotter | hottest |
| funny (Partner Practice) | Change y to i | funnier | funniest |
| bright (Partner Practice) | __________? | __________ | __________ |
| safe (Partner Practice) | __________? | __________ | __________ |
Spot on! Since "funny" ends in consonant + y, we change y to i!
Day 4 • Practice Second Reveal!
Which Suffix Does It Need?
| Base Word | Spelling Rule | -er (Compare 2) | -est (Compare 3+) |
|---|
| hot | -sh | hotter | hottest |
| funny | Change y to i | funnier | funniest |
| bright (Partner Practice) | Just add it | brighter | brightest |
| safe (Partner Practice) | __________? | __________ | __________ |
Perfect! Since "bright" ends in standard consonants (-ght), we just add the suffix directly.
Day 4 • Practice Answers All Answers Revealed!
Spelling Practice Answers!
| Base Word | Spelling Rule | -er (Compare 2) | -est (Compare 3+) |
|---|
| hot | Double It! | hotter | hottest |
| funny | Change y to i | funnier | funniest |
| bright | Just add it | brighter | brightest |
| safe (Partner Practice) | Drop silent e | safer | safest |
And for "safe," we drop that magic, silent e before adding -er or -est!
Day 5 Focus
Review & Apply
Suffix Squad:
Cumulative Review
Bring together everything we've learned this week about -ed, -ing, -s/-es, -er, and -est. Let's show off our skills!
🎯 Complete cumulative word sorts and apply to a passage Let's Go!
Day 5 • Hear-Say Oral Warmup • 2 Min
Rapid-Fire Review!
I will call out a base word and a suffix. Say the new word chorally and fast!
skip + -ing
skipping
happy + -est
happiest
dish + -es
dishes
race + -ed
raced
cold + -er
colder
plan + -ing
planning
teach + -es
teaches
bright + -est
brightest
Keep up the speed! Let's build energy.
Day 5 • Read-Learn Cumulative Reference • 3 Min
| Suffix | Function Summary | Key Spelling Rule |
|---|
| -ed | Shows past tense | Double cons / Drop silent e |
| -ing | Shows ongoing action | Double cons / Drop silent e |
| -s / -es | Makes plural / present verb | Add -es after s, ss, h, ch, x, z |
| -er | Compares TWO things | Double cons / Change y to i |
| -est | Compares THREE OR MORE | Double cons / Change y to i |
Choral Read: "Which comparative suffix would we add to compare two things? -er!"
Day 5 • Strategy Three Questions for Every Suffix:
1
What is the base word?
Find the root word hiding inside the longer word.
2
What does the suffix tell me?
Does it show time (past/now)? Number (plurals)? Or comparison (more/most)?
3
Did the spelling change?
Check for doubled letters, dropped 'e's, or 'y's that turned into 'i's.
Ask these three questions when you read AND when you write!
Day 5 • Practice Model & Partner Practice • 4 Min
Let's Sort and Analyze!
| Long Word | Base Word | Suffix | What It Tells Us |
|---|
| skipped (Teacher Model) | skip | -ed | Happened in the past (past tense) |
| brightest (Partner Practice) | _________ | _____ | ________________________________ |
| washes (Partner Practice) | _________ | _____ | ________________________________ |
| planning (Partner Practice) | _________ | _____ | ________________________________ |
| colder (Partner Practice) | _________ | _____ | ________________________________ |
Solve with your partner! Break apart the base words and identify suffix meanings.
Day 5 • Practice Answers All Answers Checked!
Cumulative Word Sort Answers!
| Long Word | Base Word | Suffix | What It Tells Us |
|---|
| skipped (Teacher Model) | skip | -ed | Happened in the past (past tense) |
| brightest (Partner Practice) | bright | -est | Compares three or more things |
| washes (Partner Practice) | wash | -es | Happening now (subject agreement) |
| planning (Partner Practice) | plan | -ing | Ongoing action (happening now) |
| colder (Partner Practice) | cold | -er | Compares two things |
Stunning work! Notice the spelling changes in skipped (-pp-) and planning (-nn-).
Day 5 • Apply Cumulative Application • 4 Min
Apply Suffixes to the Story!
The Big Race
Last Saturday, the students at Oakdale School signed (-ed) up for the biggest race of the year. Maya had been training (-ing) for weeks. She was faster (-er) than she had ever been before.
Her friend Leo stretches (-es) before every run. He said it was the smartest (-est) thing a runner could do.
When the race started (-ed), both friends ran as hard as they could. Maya was leading (-ing) for most of the race.
In the end, Leo finishes (-es) just one step ahead. But Maya didn't mind—it was the greatest (-est) race she had ever run!
Compare with your worksheets! Did you spelling change exactly like this?
