< Back

Rules: Suffixes - doubling final consonant to add 'ing'.

  • Grade: Grade 1
    Activity type: n.a.

Rules: Suffixes - doubling final consonant to add 'ing'.

Grade 1
Learning to Read
Reading - Rules: Suffixes - doubling final consonant to add 'ing'
Activity Type
Activity ID


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!

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.

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.

aasl award

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

  • K – Kindergarten
    • RF.K – Reading: Foundational Skills
      • Literacy

        • RF.K.2 – Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

          • RF.K.2.b – Count, pronounce, blend, and segment syllables in spoken words.

          • RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words.

          • RF.K.2.d – Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

          • RF.K.2.e – Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

      • Literacy

        • RF.K.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.K.3.a – Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.

          • RF.K.3.b – Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

          • RF.K.3.c – Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

          • RF.K.3.d – Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

    • L.K – Language
      • Literacy

        • 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.b – Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

  • Year 1
    • Language
      • Expressing and developing ideas

        • ACELA1455 – Recognise and know how to use morphemes in word families for example 'play' in 'played' and 'playing'

      • Sound and letter knowledge

        • ACELA1459 – Understand the variability of sound --- letter matches

  • 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.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)

  • Y3 – Year 3
    • Y3.R – Reading
      • They draw on knowledge and skills that include:

        • Y3.R.3 – Knowing the meanings of some common prefixes (e.g., un-, re-, in-, dis-) and suffixes (e.g., -s, -es, -ed, -ing, -ly, -er, -less, -ful) and understanding how they affect the meanings of words

  • Y2 – Year 2
    • Y2.R – Reading
      • They draw on knowledge and skills that include:

        • Y2.R.2 – Decoding unfamiliar words by:

          • Y2.R.2.a – Using their knowledge of grapheme-phoneme relationships to identify both consonant sounds (for example, s, t, p, sh, th, ch, ng) and vowel sounds (for example, e, a, o, ai, ow, igh, ou, ee)

          • Y2.R.2.c – Using their developing knowledge of morphology (such as knowledge of prefixes and suffixes)

  • KS1.Y1 – KS1 Year 1
    • Year 1 programme of study
      • KS1.Y1.R.WR – Reading - word reading

        • Pupils should be taught to:

          • KS1.Y1.R.WR.5 – Read words containing taught GPCs and -s, -es, -ing, -ed, -er and -est endings

  • KS1.Y2 – KS1 Year 2
    • Year 2 programme of study
      • KS1.Y2.R.WR – Reading - word reading

        • Pupils should be taught to:

          • KS1.Y2.R.WR.4 – Read words containing common suffixes

          • KS1.Y2.R.WR.6 – Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered