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Primary English · Year 1Chapter 5 · Adding endings
Year 1 · Chapter 5

Year 1 English Adding Endings: worked examples and questions with answers

By the end of this chapter you will be able to

  • Make plurals with -s and -es
  • Add -ing, -ed and -er to words like help and play
  • Compare two or more things with -er and -est
  • Add un- to the front of a word, like unhappy
  • Read and write short forms like I’m and don’t
  • Spell the days of the week, with capital letters

You should already know

  • Letter sounds and letter names (Chapter 1)
  • Two letters that make one sound, like sh and ch (Chapter 2)
  • Tricky words such as said and were (Chapter 4)

Where this leads

  • Making sentences with capital letters and full stops (Chapter 6)
  • Questions and exclamations (Chapter 7)
  • Writing my own sentences and stories (Chapter 11)

National Curriculum for England, Key Stage 1 English, Year 1. Content: Add -s and -es to make plurals, Add -ing, -ed and -er to root words that do not change, Add -er and -est to compare, Add the prefix un- to make the opposite, Read and write contractions, Spell and capitalise the days of the week.

Printable worksheets. Every lesson in this chapter has a free worksheet and an answer sheet to download and print.

Exercise P  Do you remember?

1
FWrite the first letter of the word “sun”.
2
FWhich two letters make one sound at the start of the word “ship”?
3
FFill the gap with was or were: “The cats ___ hungry.”
4
FWhich letter comes after d in the alphabet?
5
FFill the gap with the tricky word for what Mum did: “Mum ___ it was time for bed.”
5.1

Making plurals with -s and -es

Year 1
Plural nouns with -s and -es

Printable: Worksheet (PDF) · Answers (PDF) · Open this lesson on its own page

Video lesson: Making plurals with -s and -esComing soon
Lots of things in a shop. More than one thing needs a plural word.

A plural means more than one. Most words just need an -s at the end: one cat, two cats.

Some words need -es. Look at the end of the word first. If it ends in s, x, sh or ch, add -es: one box, two boxes. One dish, two dishes.

Two boxes. Box ends in x, so we add -es.

Key ideas

  • A plural word means more than one.
  • Most words: add -s. cat → cats.
  • Words ending in s, x, sh or ch: add -es. box → boxes.
  • Take the ending off to check the word for one.
Worked example 5.1.1
Look at the picture. Write the plural of cat.

Key words. A plural means more than one. One cat, two cats.

Method. Look at the end of the word cat, then add the right ending for two or more.

  1. Say the word for one. Start with the word for one thing.
    one cat
  2. Look at the last letters. Words ending in s, x, sh or ch need -es. Other words need -s.
    cat does not end in s, x, sh or ch
  3. Add -s to make the plural. Two or more things need the plural word.
    cat + s = cats
  4. Write the answer.
    cats

Check. Take the ending off to check: cats becomes cat. ✓

Watch out. Do not add -es to cat. Only words ending in s, x, sh or ch need -es.

Worked example 5.1.2
Write the plural of box.

Key words. A plural means more than one. One cat, two cats.

Method. Look at the end of the word box, then add the right ending for two or more.

  1. Say the word for one. Start with the word for one thing.
    one box
  2. Look at the last letters. Words ending in s, x, sh or ch need -es. Other words need -s.
    box ends in “x”
  3. Add -es to make the plural. Two or more things need the plural word.
    box + es = boxes
  4. Write the answer.
    boxes

Check. Take the ending off to check: boxes becomes box. ✓

Watch out. Do not write boxs. A word that ends in x needs -es.

Worked example 5.1.3
Write the plural of bus.

Key words. A plural means more than one. One cat, two cats.

Method. Look at the end of the word bus, then add the right ending for two or more.

  1. Say the word for one. Start with the word for one thing.
    one bus
  2. Look at the last letters. Words ending in s, x, sh or ch need -es. Other words need -s.
    bus ends in “s”
  3. Add -es to make the plural. Two or more things need the plural word.
    bus + es = buses
  4. Write the answer.
    buses

Check. Take the ending off to check: buses becomes bus. ✓

Watch out. Do not write buss. A word that ends in s needs -es.

Watch out

Watch out: do not write boxs or foxs. A word that ends in x, s, sh or ch needs -es.

Exam tip

Grown-up tip. Lay out real things at home, such as cups, pens or socks. Ask: “One cup. Two…?” Then ask your child to look at the end of the word before adding the ending.

Exercise 5A  Plurals with -s and -es

1
FLook at the picture. Finish the sentence: There are two ?.
2
FLook at the picture. Finish the sentence: There are three ?.
3
FLook at the picture. Finish the sentence: There are two ?.
4
FLook at the picture. Finish the sentence: There are three ?.
5
FWrite the plural of cup.
6
FWrite the plural of bus.
7
FWrite the plural of dish.
8
FWrite the plural of glass.
9
FWrite the plural of each word.
(a)bag
(b)match
(c)brush
10
PSWhich is right: two boxs or two boxes?
11
PSAli wrote two dishs. Write it correctly.
12
RElla says the plural of fox is foxs. Is she right? Explain how you know.
5.2

Adding -ing, -ed and -er to root words

Year 1
Add -ing, -ed and -er where the root word does not change

Printable: Worksheet (PDF) · Answers (PDF) · Open this lesson on its own page

Video lesson: Adding -ing, -ed and -er to root wordsComing soon
Children can play, jump and walk outside.

The main word is the root word. We can add a small ending to the end of it. -ing means it is happening now. -ed means it already happened. -er means a person who does the action.

Look at help: helping, helped, helper. The root word help does not change.

The child is jumping. The root word is jump.

Key ideas

  • The root word is the main word, like help.
  • -ing: happening now, like helping.
  • -ed: already happened, like helped.
  • -er: a person who does it, like helper.
Worked example 5.2.1
The child is ___ now. Use the word jump.

Key words. The root word is the main word. An ending is a few letters added to the end, like -ing or -ed.

Method. Keep the root word the same, then add -ing.

  1. Find the root word. The root word is the main word, before any ending.
    root word: jump
  2. Add -ing. Happening now or still going on, so we add -ing.
    jump + ing = jumping
  3. Write the answer.
    jumping

Check. Take the ending off to check: jumping becomes jump. ✓

Watch out. Keep every letter of jump. Write jumping, with no letters missing or added.

Worked example 5.2.2
Yesterday the child ___ to school. Use the word walk.

Key words. The root word is the main word. An ending is a few letters added to the end, like -ing or -ed.

Method. Keep the root word the same, then add -ed.

  1. Find the root word. The root word is the main word, before any ending.
    root word: walk
  2. Add -ed. Already happened, so we add -ed.
    walk + ed = walked
  3. Write the answer.
    walked

Check. Take the ending off to check: walked becomes walk. ✓

Watch out. Keep every letter of walk. Write walked, with no letters missing or added.

Worked example 5.2.3
Write the word for a person who helps. Use the root word help.

Key words. The root word is the main word. An ending is a few letters added to the end, like -ing or -ed.

Method. Keep the root word the same, then add -er.

  1. Find the root word. The root word is the main word, before any ending.
    root word: help
  2. Add -er. A person who does the action, so we add -er.
    help + er = helper
  3. Write the answer.
    helper

Check. Take the ending off to check: helper becomes help. ✓

Watch out. Keep every letter of help. Write helper, with no letters missing or added.

Watch out

Watch out: keep every letter of the root word. Write helping, not helpping. The root word help has only one p.

Exam tip

Grown-up tip. Say a root word, then add the ending out loud: help, helping, helped, helper. Ask your child to find the root word in each one. Use “now” for -ing and “yesterday” for -ed.

Exercise 5B  Adding -ing, -ed and -er

1
FLook at the picture. Write what the child did yesterday. Use jump.
2
FLook at the picture. The child is ___ now. Use walk.
3
FYesterday I ___ in the park. Use play.
4
FRight now we are ___ a picture. Use paint.
5
FTom ___ his mum yesterday. Use help.
6
FDad is ___ the dishes now. Use wash.
7
FSara ___ at the stars last night. Use look.
8
FAdd -ing to each root word.
(a)help
(b)play
(c)walk
9
PSWrite the word for a person who plays. Use play and add -er.
10
PSWrite the word for a person who paints. Use paint and add -er.
11
RMia says the word for someone who helps is helpper. Is she right? Explain how you know.
5.3

Comparing with -er and -est

Year 1
Add -er and -est to compare

Printable: Worksheet (PDF) · Answers (PDF) · Open this lesson on its own page

Video lesson: Comparing with -er and -estComing soon
Some trees in the park are taller than others.

We use -er to compare two things. We use -est to compare three or more things.

Look at the bars. Bar A is 3 tall. Bar B is 5 tall. Bar B is taller than bar A. Quick, quicker, quickest: the root word quick does not change.

AB
Bar B is taller than bar A.

Key ideas

  • -er compares two things: taller than.
  • -est compares three or more: the tallest.
  • The root word does not change: quick, quicker, quickest.
  • The bigger the number, the taller the bar.
Worked example 5.3.1
Which is taller, A or B?
AB

Key words. Taller means higher than the others.

Method. Look at the height of each bar. The taller bar is the one that is higher.

  1. Look at each bar. A higher bar has a bigger number.
    A is 3, B is 5
  2. Compare the heights. The bar that is highest is the taller one.
    5 is the biggest number
  3. Write the answer.
    B

Check. Check the bars again from the top: B is the taller one. ✓

Watch out. Look at the top of each bar. Do not choose a bar because it is wider.

Worked example 5.3.2
Write the -er word for quick.

Key words. Taller compares two things. Tallest compares three or more things.

Method. Keep the root word the same, then add -er.

  1. Find the root word. The root word does not change.
    quick
  2. Add -er. -er compares two things, like taller than.
    quick + er = quicker
  3. Write the answer.
    quicker

Check. Take the ending off to check: quicker becomes quick. ✓

Watch out. Use the ending only. Write quicker, not more quick.

Worked example 5.3.3
Write the -est word for long.

Key words. Taller compares two things. Tallest compares three or more things.

Method. Keep the root word the same, then add -est.

  1. Find the root word. The root word does not change.
    long
  2. Add -est. -est compares three or more things, like the tallest.
    long + est = longest
  3. Write the answer.
    longest

Check. Take the ending off to check: longest becomes long. ✓

Watch out. Use the ending only. Write longest, not more long.

Watch out

Watch out: do not write more quick or most quick. Use the ending instead: quicker or quickest.

Exam tip

Grown-up tip. Line up three real things, like pencils, and ask: “Which is longer than the other one? Which is the longest of all three?” Use -er for two, -est for three or more.

Exercise 5C  Comparing with -er and -est

1
FWhich is taller: A or B?
AB
2
FWhich is shorter: A or B?
AB
3
FWhich is the tallest: A, B or C?
ABC
4
FWhich is the shortest: A, B or C?
ABC
5
FWrite the -er word for slow.
6
FWrite the -est word for tall.
7
FWrite the -er word for small.
8
FWrite the -est word for fast.
9
FWrite the -er and -est words for each root word.
(a)cold: -er
(b)cold: -est
(c)short: -er
(d)short: -est
10
PSKim runs ___ than Ali. Use the word fast.
11
PSMia says, “Ali is more tall than Sam.” Write it again with the right word.
12
RWhy do we say tallest and not taller when we compare three towers?
5.4

Adding the prefix un-

Year 1
Add the prefix un- to a word

Printable: Worksheet (PDF) · Answers (PDF) · Open this lesson on its own page

Video lesson: Adding the prefix un-Coming soon
Some words change their meaning when a prefix is added at the front.

A prefix is a few letters added to the front of a word. The prefix un- often means not. Happy means glad. Unhappy means not glad. Some un- words are opposites: lock, then unlock to open it.

This face is not happy. The word is unhappy.

Key ideas

  • A prefix goes at the front of a word.
  • un- often means not: happy → unhappy.
  • un- can mean the opposite: lock → unlock.
  • The root word does not change.
Worked example 5.4.1
Look at the face. Write the un- word for not happy.

Key words. A prefix is a few letters added to the front of a word. un- is a prefix.

Method. Put un- at the front of the root word.

  1. Find the root word. Start with the word we already know.
    happy
  2. Add un- to the front. un- often means not, or the opposite of the word.
    un + happy = unhappy
  3. Write the answer.
    unhappy

Check. Take the front part off to check: unhappy becomes happy. ✓

Watch out. The prefix goes at the front. Write unhappy, not happyun.

Worked example 5.4.2
The padlock is locked. Write the un- word for opening it. Use lock.

Key words. A prefix is a few letters added to the front of a word. un- is a prefix.

Method. Put un- at the front of the root word.

  1. Find the root word. Start with the word we already know.
    lock
  2. Add un- to the front. un- often means not, or the opposite of the word.
    un + lock = unlock
  3. Write the answer.
    unlock

Check. Take the front part off to check: unlock becomes lock. ✓

Watch out. The prefix goes at the front. Write unlock, not lockun.

Worked example 5.4.3
Write the opposite of kind. Use the prefix un-.

Key words. A prefix is a few letters added to the front of a word. un- is a prefix.

Method. Put un- at the front of the root word.

  1. Find the root word. Start with the word we already know.
    kind
  2. Add un- to the front. un- often means not, or the opposite of the word.
    un + kind = unkind
  3. Write the answer.
    unkind

Check. Take the front part off to check: unkind becomes kind. ✓

Watch out. The prefix goes at the front. Write unkind, not kindun.

Watch out

Watch out: the prefix goes at the front of the word. Write unkind, not kindun. Do not write un and happy as two words.

Exam tip

Grown-up tip. Use a happy face and a sad face, or a locked and unlocked padlock. Ask: “What does un- mean here?” Read the root word first, then add un- to the front.

Exercise 5D  The prefix un-

1
FLook at the face. Which word fits: happy or unhappy?
2
FLook at the face. Which word fits: happy or unhappy?
3
FLook at the picture. The padlock is open. Which word means the lock was opened: lock or unlock?
4
FWrite the word for not fair. Use the prefix un-.
5
FWrite the word for not safe.
6
FWrite the opposite of tidy.
7
FWrite the word for taking the wrap off a present.
8
FWrite the word for opening a zip.
9
FWrite the un- word for each root word.
(a)happy
(b)kind
(c)tidy
10
FCircle the word with the prefix un-: happy, unkind, kind. Write it.
?
11
PSAli says, “Unhappy means very, very happy.” Is he right? Explain.
12
RWrite the word that means not safe. Explain what the prefix un- does.
5.5

Contractions: I’m, can’t and don’t

Year 1
Read and write contractions in context

Printable: Worksheet (PDF) · Answers (PDF) · Open this lesson on its own page

Video lesson: Contractions: I’m, can’t and don’tComing soon
Bedtime. We can join two words into one short word.

A contraction joins two words into one short word. We leave out a letter or two, and put an apostrophe (’) in their place.

I am → I’m. It is → it’s. Do not → don’t. Cannot → can’t.

Key ideas

  • A contraction joins two words into one short word.
  • The apostrophe (’) shows the letters left out.
  • Common ones: I’m, it’s, don’t, can’t, that’s, let’s.
  • Read the whole sentence to check it makes sense.
Worked example 5.5.1
Write the short form of I am.

Key words. A contraction is two words made into one short word. The apostrophe is the small mark (’).

Method. A short form joins two words into one. The apostrophe shows where letters have been left out.

  1. Say the two words in full. Say them slowly, one after the other.
    I am
  2. Find the letters that are left out. The apostrophe goes in the place of the missing letters.
    I am → I’m
  3. Write the short form.
    I’m

Check. Say the short form in full: I'm means I am. ✓

Watch out. The apostrophe goes where the letters were, not at the start of the word.

Worked example 5.5.2
Read the sentence: “It’s time for bed.” Which two words does it’s stand for?

Key words. A contraction is two words made into one short word. The apostrophe is the small mark (’).

Method. A short form joins two words into one. The apostrophe shows where letters have been left out.

  1. Say the two words in full. Say them slowly, one after the other.
    it is
  2. Find the letters that are left out. The apostrophe goes in the place of the missing letters.
    it is → it’s
  3. Write the short form.
    it’s

Check. Say the short form in full: it's means it is. ✓

Watch out. The apostrophe goes where the letters were, not at the start of the word.

Worked example 5.5.3
Read the sentence: “I can’t find my hat.” What does can’t mean?

Key words. A contraction is two words made into one short word. The apostrophe is the small mark (’).

Method. A short form joins two words into one. The apostrophe shows where letters have been left out.

  1. Say the two words in full. Say them slowly, one after the other.
    cannot
  2. Find the letters that are left out. The apostrophe goes in the place of the missing letters.
    cannot → can’t
  3. Write the short form.
    can’t

Check. Say the short form in full: can't means cannot. ✓

Watch out. The apostrophe goes where the letters were, not at the start of the word.

Watch out

Watch out: write the apostrophe in the right place. Write don’t, not dont. The apostrophe is not a letter, but it must be there.

Exam tip

Grown-up tip. Read a sentence out loud, then say it in full: “I’m happy” means “I am happy”. Ask your child which letter has gone missing.

Exercise 5E  Short forms with an apostrophe

1
FWrite the short form of do not.
2
FWrite the short form of is not.
3
FWrite the short form of that is.
4
FWrite the short form of let us.
5
FWrite the short form of did not.
6
FWrite the short form of cannot.
7
FWrite the short form of it is.
8
FRead the sentence: “I’m going to the park.” Which two words does I’m stand for?
9
PSTom says, “I ___ come to the park today.” Use the short form of cannot.
10
FWrite the full words for each short form.
(a)isn’t
(b)didn’t
(c)let’s
11
PSFinish the sentence with a short form: The bus ___ late today. Use is not.
12
PSAli writes dont. Is this right? Write the correct short form.
13
RWhich letter is left out in don’t? Think about do not.
5.6

Days of the week: spelling and capital letters

Year 1
Spell and use capital letters for the days of the week

Printable: Worksheet (PDF) · Answers (PDF) · Open this lesson on its own page

Video lesson: Days of the week: spelling and capital lettersComing soon
A classroom. The days of the week always go in the same order.

There are seven days in a week. They always go in the same order: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday.

Days of the week are names, so they start with a capital letter. Wednesday is a tricky word. Learn its letters: W-E-D-N-E-S-D-A-Y.

MondayTuesdayWednesdayThursdayFridaySaturdaySunday
The days of the week, in order.

Key ideas

  • There are seven days: Monday to Sunday.
  • Days of the week start with a capital letter.
  • The days always go in the same order.
  • Wednesday is tricky: W-E-D-N-E-S-D-A-Y.
Worked example 5.6.1
Look at the week. Which day comes after Tuesday?
MondayTuesdayWednesdayThursdayFridaySaturdaySunday

Key words. The days in order: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.

Method. The days of the week always go in the same order, from Monday to Sunday.

  1. Find Tuesday on the list. Each day has its place in the week.
    Tuesday is day 2 of 7
  2. Find the day after. The day after is the next day along the list.
    day 2 + 1 = day 3
  3. Write the answer.
    Wednesday

Check. Say the days in order to check: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. ✓

Watch out. Use the week list in order. Do not guess from the picture.

Worked example 5.6.2
Write saturday with a capital letter.

Method. Days of the week are names, so they start with a capital letter.

  1. Find the day. Look for the day in the sentence.
    saturday
  2. Check the first letter. Names and days start with a capital letter.
    s should be S
  3. Write the answer.
    Saturday

Check. Compare with the week list: Saturday is on it with a capital letter. ✓

Watch out. Only the first letter needs a capital. Write Saturday, not saturday.

Worked example 5.6.3
Put these days in order, starting with Monday: Thursday, Monday, Tuesday.

Method. Put the days in the same order as the week list. Monday comes first.

  1. Find each day on the list. Each day has a number in the week.
    Thursday is day 4, Monday is day 1, Tuesday is day 2
  2. Put them in order. The day with the smallest number comes first.
    Monday, Tuesday, Thursday
  3. Write the answer.
    Monday, Tuesday, Thursday

Check. There are 3 days in the question and 3 in the answer. ✓

Watch out. Check that you have written every day once.

Watch out

Watch out: a day of the week always starts with a capital letter, even in the middle of a sentence. Write Wednesday with a W at the start and the letters W-E-D-N-E-S-D-A-Y.

Exam tip

Grown-up tip. Make a week strip with the days on cards, and say them in order every morning. Ask: “Which day comes after Friday?” Check the spelling of Wednesday together.

Exercise 5F  Days of the week

1
FLook at the week. Which day comes after Monday?
MondayTuesdayWednesdayThursdayFridaySaturdaySunday
2
FLook at the week. Which day comes before Friday?
MondayTuesdayWednesdayThursdayFridaySaturdaySunday
3
FLook at the week. Which day is the last day of the week?
MondayTuesdayWednesdayThursdayFridaySaturdaySunday
4
FWrite the day after Saturday.
5
PSWrite the day before Monday.
6
FWrite the day after Wednesday.
7
FPut these days in order, starting with Monday: Friday, Monday, Wednesday.
8
PSFix the mistake: We go to school on monday.
9
PSFix the capital letters: today is sunday.
10
FWhich spelling is right: Wensday or Wednesday?
11
FWrite each day with a capital letter.
(a)thursday
(b)friday
(c)saturday
12
RRavi says, “Days of the week can start with a small letter.” Is he right? Explain.

Chapter summary

SkillMethod
PluralsAdd -s to most words: cat → cats. Add -es after s, x, sh or ch: box → boxes.
-ing, -ed, -erKeep the root word the same: help, helping, helped, helper.
-er and -estUse -er for two things (taller), -est for three or more (tallest).
un-Add un- to the front to mean not or the opposite: happy → unhappy.
ContractionsJoin two words and put an apostrophe where letters are left out: do not → don’t.
Days of the weekMonday to Sunday, always with a capital letter. Wednesday: W-E-D-N-E-S-D-A-Y.

Can you…?

  • I can add -s or -es to make a plural word
  • I can add -ing, -ed and -er to a root word that does not change
  • I can use -er to compare two things and -est to compare three or more
  • I can add un- to the front of a word to make its opposite
  • I can read and write contractions such as I’m and don’t
  • I can spell the days of the week and start each one with a capital letter

Key terms

plural
a word that means more than one, like cats
root word
the main word before any ending is added, like help
ending
letters added to the end of a word, like -ing or -ed
prefix
letters added to the front of a word, like un- in unhappy
contraction
two words joined into one short word, like can’t
apostrophe
the small mark (’) that shows where letters are left out
capital letter
a big letter, used at the start of names and days of the week

Exercise 5Z  Check-up

1
Look at the picture. Finish the sentence: There are two ?.
2
Write the plural of match.
3
Write the -ing word for help.
4
Yesterday Sara ___ in the garden. Use the word play.
5
Write the word for a person who paints.
6
Which is the tallest: A, B or C?
ABC
7
Write the -est word for cold.
8
Write the word for not lucky. Use the prefix un-.
9
Write the short form of do not.
10
Which day comes after Friday?

Total 14 marks. Allow about 14 minutes.

Exercise 5X  End-of-chapter quiz

1
FWrite the plural of fox in this sentence: Two ___ ran fast.[1 mark]
2
FWrite the -ed word: Ali ___ to school. Use the word walk.[1 mark]
3
FWhat is the root word in painting?[1 mark]
4
FWrite the -est word for fast.[1 mark]
5
FWrite the un- word that means not kind.[1 mark]
6
FLook at the bars. Which is shorter: A or B?[1 mark]
AB
7
FWrite the short forms in this sentence: I am happy. It is sunny.[2 marks]
8
FPut these days in order, starting with Monday: Sunday, Friday, Monday.[2 marks]
9
RElla says the plural of dish is dishs. Write the correct plural and say why.[2 marks]
10
RWrite the word that means not safe. Then write one sentence using it.[2 marks]
← Chapter 4: Tricky wordsChapter 6: Making sentences →

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