< Back

Rule: Drop final 'e' before adding 'able'

  • Grade: Grade 5
    Activity type: Printable

Rule: Drop final 'e' before adding 'able'

Course
English
Grade
Grade 5
Section
Spelling and Vocabulary
Outcome
Suffix Rule: drop 'e' to add 'able'
Activity Type
Printable
Activity ID
22702

Testimonials

What a brilliant site you have!!! I love it, especially as it saves me hours and hours of hard work. Others who haven't found your site yet don't know what they are missing!

Patricia Celikbilek, Teacher
Read More

It is quite frankly the best money I have ever spent on my child. I really cannot thank you enough for providing this, it really is brilliant.

Vanessa Wills, Parent
Read More

You have the most amazing program. Everybody loves it and the student's results have been in the high 90%'s, it's definitely due to your program.

Chris Rayment, School Principal
Read More
aasl award

Awarded June 2012
“Best Educational Website
for Teaching and Learning”

United States – Common Core State Standards

  • 4 – Grade 4
    • L.4 – Language

      • Literacy

        • L.4.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

        • L.4.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

          • L.4.4.a – Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

          • L.4.4.b – Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

          • L.4.4.c – Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

      • Literacy

        • L.4.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.4.1.a – Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

          • L.4.1.b – Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

          • L.4.1.c – Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

          • L.4.1.d – Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

          • L.4.1.e – Form and use prepositional phrases.

          • L.4.1.f – Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

        • L.4.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.4.2.a – Use correct capitalization.

          • L.4.2.b – Use commas and quotation marks to mark direct speech and quotations from a text.

          • L.4.2.c – Use a comma before a coordinating conjunction in a compound sentence.

          • L.4.2.d – Spell grade-appropriate words correctly, consulting references as needed.

      • Literacy

        • L.4.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.4.3.a – Choose words and phrases to convey ideas precisely.*

          • L.4.3.b – Choose punctuation for effect.*

          • L.4.3.c – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

    • RF.4 – Reading: Foundational Skills

      • Literacy

        • RF.4.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.4.3.a – Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

      • Literacy

        • RF.4.4 – Read with sufficient accuracy and fluency to support comprehension.

          • RF.4.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

  • 5 – Grade 5
    • L.5 – Language

      • Literacy

        • L.5.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.5.3.a – Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Australia – Australian Curriculum

  • Year 5
    • Language

      • Expressing and developing ideas

        • ACELA1513 – Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words

New Zealand – National Standards

  • Y5&6 – Year 5 and 6
    • Y5&6.R – Reading

      • They draw on knowledge and skills that include:

        • Y5&6.R.1 – Decoding texts fluently and accurately, using a range of reliable strategies

        • Y5&6.R.2 – Finding and learning the meanings of unknown vocabulary by using strategies such as applying their knowledge of how words work or seeking explanations in the text or in illustrations

        • Y5&6.R.3 – Understanding that words and phrases can have figurative as well as literal meanings and that some words have different meanings depending on the context

        • Y5&6.R.4 – Recognising basic grammatical constructions and understanding how these affect meaning

        • Y5&6.R.5 – Identifying the specific language features and structures of many common continuous and non-continuous text types (including mixed text types)

    • Y5&6 – Writing

      • They draw on knowledge and skills that include:

        • Y5&6.W.2 – Selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)

        • Y5&6.W.3 – Using written language features (such as emotive vocabulary) and visual language features (such as headings, charts, or maps) to extend or clarify meaning and to engage their audience

        • Y5&6.W.4 – Using their knowledge of how words work (e.g., knowledge of diverse phoneme-grapheme relationships, of common, reliable spelling rules and conventions, and of the meanings and spellings of morphemes), along with their knowledge of word derivations, to fluently and correctly encode most unfamiliar words, including words of many syllables

        • Y5&6.W.5 – Correctly spelling all high-frequency words1 used in their writing

        • Y5&6.W.7 – Using simple and compound sentences that are correct grammatically and have a variety of structures, beginnings, and lengths and using some complex sentences that are mostly correct grammatically

        • Y5&6.W.8 – Using basic punctuation that is mostly correct (e.g., when punctuating dialogue)

        • Y5&6.W.9 – Attempting some complex punctuation (e.g., using apostrophes for possession, commas for clauses, or semicolons).

United Kingdom – National Curriculum

This activity is not included in United Kingdom – National Curriculum.

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