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Plurals -adding "s" (Making Plurals -adding "s")

  • Grade: Grade 1
    Activity type: Printable

Plurals -adding "s" (Making Plurals -adding "s")

Course
English
Grade
Grade 1
Section
Spelling and Vocabulary
Outcome
Plural Rule - add 's'
Activity Type
Printable
Activity ID
20901

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United States – Common Core State Standards

  • K – Kindergarten
    • L.K – Language

      • Literacy

        • L.K.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

        • L.K.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

          • L.K.4.a – Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

          • L.K.4.c – With guidance and support from adults, explore word relationships and nuances in word meanings.

          • L.K.4.f – Identify real-life connections between words and their use (e.g., note places at school that are colorful).

      • Literacy

        • L.K.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.K.1.f – Produce and expand complete sentences in shared language activities.

        • L.K.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.K.2.c – Write a letter or letters for most consonant and short-vowel sounds (phonemes).

          • L.K.2.d – Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Australia – Australian Curriculum

This activity is not included in Australia – Australian Curriculum.

You can go to an overview of all the curricula here.

New Zealand – National Standards

  • Y1 – Year 1
    • Y1.R – Reading

      • They draw on knowledge and skills that include:

        • Y1.R.1 – Having all concepts about print under control

        • Y1.R.3 – Using their developing phonemic awareness to aurally identify and distinguish individual phonemes within words, for example, to blend phonemes (for example, by saying m/a/n/ is man) and to segment phonemes (for example, by saying seat is s/ea/t/)

        • Y1.R.4 – Identifying all letters by name and being able to produce an associated sound for each letter

        • Y1.R.7 – Decoding unfamiliar words by using some knowledge of morphology (for example, the word endings -s, -ing, and -ed)

        • Y1.R.8 – Applying their knowledge of vocabulary in order to understand words as they decode them and to make meaning at the sentence and whole-text level

        • Y1.R.6 – Decoding unfamiliar words by using their developing knowledge of grapheme-phoneme relationships, which enables them to:

          • Y1.R.6.b – Apply the knowledge that letters can be pronounced in different ways (for example, about, and, apron)

          • Y1.R.6.c – Apply strategies such as: sounding out words; using knowledge of graphemes (for example, sh, aw, t, p, or); and using analogy to read words that contain familiar chunks (for example, est, en, ump)

    • Y1.W – Writing

      • They draw on knowledge and skills that include:

        • Y1.W.2 – Using their developing phonemic awareness to aurally segment words into syllables (e.g., win-dow, ham-bur-ger) and one-syllable words into individual phonemes (for example, b/a/n/d; sh/i/p)

        • Y1.W.3 – Using their developing visual memory to accurately write some key personal words and some high-frequency words1

        • Y1.W.5 – Encoding (spelling) unfamiliar words by using their developing knowledge of morphology to write word endings correctly (for example, jump/jumped; boy/boys)

        • Y1.W.4 – Encoding (spelling) unfamiliar words by using their developing knowledge of phoneme-grapheme relationships, which enables them to:

          • Y1.W.4.a – Recognise and write most sounds of English in at least one appropriate way (for example, s, t, ch, ow, k, f, oy)

          • Y1.W.4.b – Recognise that there can be different ways of representing the same sound (for example, phone/father; keep/cat)

          • Y1.W.4.c – Apply sound-letter relationships in order to write words they want to use (for example, catapulla)

United Kingdom – National Curriculum

  • KS1.Y1 – KS1 Year 1
    • Year 1 programme of study

      • KS1.Y1.W.T – Writing - transcription

        • Pupils should be taught to:

          • KS1.Y1.W.T.5 – Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far