Grade by Grade
B. Foundations of Language · Spelling, Printing and Sentences

Word Parts: Endings, Beginnings and Compound Words

B2.6 B2.5 B3.2About 35 minutes
Learning goals
  • I can add -s or -es to make a word mean more than one.
  • I can add endings like -ing, -ed, -er and -est to a base word.
  • I can add un- or re- to the beginning of a word.
  • I can put two small words together to make a compound word.

Words to know

base word
The main word before any parts are added. Jump is the base word in jumping.
ending (suffix)
A part added to the end of a base word, like -s, -ing, -ed, -er, -est, -ly.
beginning (prefix)
A part added to the start of a base word, like un- or re-.
plural
More than one. Cats is the plural of cat.
compound word
Two small words joined to make one new word, like snow + ball = snowball.

Words are like building blocks

You can build new words by adding parts to a base word.

jump → jumps, jumping, jumped, jumper

The base word jump stays the same. The new parts change the meaning a little.

jump-sjumps-ingjumping-edjumped-erjumperbase wordendings
The base word jump stays the same. Each ending is a new block that changes the meaning a little.

More than one: -s and -es

To show more than one (plural), add -s:

  • cat → cats 🐱🐱
  • dog → dogs
  • book → books

If the word ends with s, x, z, sh or ch, add -es. (You can hear an extra beat!)

  • bus → buses
  • fox → foxes 🦊🦊
  • dish → dishes
  • bench → benches

Plurals that change

A few words change in a special way:

  • one mouse → two mice
  • one foot → two feet
  • one child → two children
  • one tooth → two teeth
  • one sheep → two sheep (it stays the same!)
Base word+ ing+ ed+ er+ est
jumpjumpingjumpedjumper(none)
playplayingplayedplayer(none)
tall(none)(none)tallertallest
fast(none)(none)fasterfastest
Adding endings to base words

What do the endings mean?

  • -ing: happening now. I am jumping.
  • -ed: already happened. I jumped. (It can sound like /t/, /d/ or /id/, but it is always spelled ed!)
  • -er: a person who does it (player, teacher), or more (taller = more tall)
  • -est: the most (tallest)
  • -ly: how something is done (slowly, quickly)

Spelling changes when adding endings

Doubling: If a short word has one short vowel and ends with one consonant, double the last letter before adding -ing, -ed, -er or -est:

  • hop → hopping
  • run → running
  • big → bigger

Drop the e: If a word ends with a silent e, drop it before adding -ing:

  • bake → baking
  • ride → riding

Beginnings: un- and re-

  • un- means not or the opposite: unhappy (not happy), unlock, unzip
  • re- means again: redo (do again), refill, replay

Compound words

Two small words can join to make a new word:

  • snow + man = snowman ⛄
  • rain + coat = raincoat
  • sun + flower = sunflower 🌻
  • foot + ball = football
  • cup + cake = cupcake 🧁
snow+man=snowmansun+flower=sunflowertwo small wordsmake one new word
Compound words: two small words join to make a new word.
Worked example

Let's build words with endings

Add endings to hop: -ing and -ed.

  1. hop has one short vowel (o) and ends with one consonant (p).
  2. So double the p before adding the ending.
  3. hop + ing = hopping.
  4. hop + ed = hopped.
  5. Check: hopping. If you didn't double, you'd write "hoping", which is a different word (from hope)!

hopping, hopped

Worked example

Let's make plurals

Make these plural: hat, box, wish.

  1. hat ends with t. Just add -s: hats.
  2. box ends with x. Add -es: boxes.
  3. wish ends with sh. Add -es: wishes.

hats, boxes, wishes

Silly but true

Is a butterfly a fly made of butter? 🦋 Nope! Is a hotdog a dog that feels too warm? Nope! Compound words can be very silly when you look at the parts.

Hands-on activity

Word-building cards

You need: index cards or paper squares and a marker.

  1. On some cards, write base words: jump, play, help, kind, tall, read, fill, pack.
  2. On other cards, write parts: -s, -ing, -ed, -er, -est, un-, re-.
  3. Put a base word card down. Add a part card. Read the new word. Is it a real word? What does it mean?
  4. Then hunt around the house for compound words: toothbrush, bathtub, doorbell, bedroom, cupboard!

Talk about it: "How did the part change the meaning?"

Your turn

1

Make it plural: dog

2

Make it plural: fox

3

Add -ing to play.

4

Add -ed to jump.

5

What does unzip mean?

6

Join the words: rain + bow

7

Add -est to fast.

More practice: warm-up

1

Make it plural: cup

2

What is the base word in helping?

3

Add re- to fill. What does it mean?

4

Join the words: cup + cake

5

Add -er to tall.

More practice: on your own

1

Make it plural: bench

2

Add -ing to run.

3

Add -ing to ride.

4

What is the plural of mouse?

5

What does quickly tell you?

Challenge

1

Add -er and -est to big.

2

Make baby plural. (Hint: y changes!)

3

Break unpacked into its parts. What does it mean?

Check your understanding

Quiz

1.

What is the plural of box?

2.

What does re- mean in replay?

3.

Add -ing to hop.

4.

Which is a compound word?

5.

Which word means the most tall?

6.

What is the plural of foot?

For parents and teachers

Big idea: Grade 1 students begin using morphology, the meaningful parts of words, to read and spell (B2.6). They learn common prefixes (un-, re-) and suffixes (-s, -es, -ing, -ed, -er, -est, -ly), compound words, and simple suffixing patterns like doubling and dropping e (B2.5). Plurals connect to grammar (B3.2).

How to help at home:

  • When you read together, point out word parts: "Look, jumping has jump inside it!"
  • Play "Make it more than one": you say dish, your child says dishes.
  • Notice compound words everywhere: pancake, backpack, mailbox, snowflake.

Common difficulties:

  • Spelling -ed as it sounds ("jumpt", "playd"). Explain that -ed is always spelled e-d, even when it sounds like /t/ or /d/.
  • Forgetting to double or drop e. These are new in Grade 1 and take time. Focus on hearing the difference: hopping vs. hoping.
  • Overusing -s ("mouses", "foots"). This is a sign your child knows the rule! Teach the special plurals one at a time.