3.5 Explicitly Teach the Suffix '-es'

The suffix '-es' is a morpheme that can do one of two things when you add it to the end of a base word. It has two jobs. First, when you add it to the end of a base word, it can make nouns plural, as in boxes. Secondly, it can indicate subject-verb agreement in the present tense, like when someone fishes.

When we teach it or talk about the suffix '-es' with students, we spell it out, give the pronunciation, and explain it's meaning. It sounds like this: 

The suffix '-es' is an inflectional suffix, which means it does not change the part of speech of the word. For example, the word box is a noun, and when we add '-es' to make boxes, it remains a noun. Likewise, the word fish is a verb, and when we add '-es' to make fishes, it remains a verb.

The suffix '-es' is used after words ending with the sounds /s/, /z/, /ch/, /sh/, /j/, and the letter 'x'. For example passes, buzzes, fishes, riches, judges, and taxes. 

Print a copy of this chant (opens in new window) for your students or to display in your classroom!

You might begin by saying,

Today we are going to learn about a new suffix. Remember: a suffix is something that we add to the end of a base word and it has its own meaning. To learn about our new suffix, we need to think back to the first suffix we learned about, the suffix '-s'. We learned that the suffix '-s' can show more than one (makes a noun plural).

Our new suffix, the suffix 'e-s', is also used to make nouns plural. So if both the suffix '-s' and the suffix 'e-s' do the same job, how will we know which one to use?

Here is a chant to help you know when to use the suffix '-es':

'sh', 'ch', 's', 'x', 'z' … add '-es' and you'll please me!

That means that if a base word ends with 'sh', 'ch', 's', 'x', or 'z', I can't add the suffix '-s'. I have to add the suffix '-es'.

Say the chant again and have students repeat it.

'sh', 'ch', 's', 'x', 'z' … add '-es' and you'll please me!

As they practice, write 'sh', 'ch', 's', 'x', and 'z' on the board. These are the letters that signal we need to add the suffix '-es', and having them visible will help students as you move into the next part of the lesson.

On the board write the word lunch. 

Say,

When I look at the word lunch, I notice it ends with the digraph ch. Is ch part of our chant for when to use the suffix '-es'? [yes]

That's right! So if I want to make lunch plural, I need to add '-es'.

Add '-es' to the word lunch on the board. Tell students that '-es' says /ĭz/ at the end of a word.

The suffix 'e-s' says /ǐz/.  It makes a noun plural.

Have students read the new word together.

lunches

Write the following words on the board: dish, cup, and box.

Repeat the process above, talking through what each base word ends with and whether it needs the suffix '-es' or the suffix '-s'. Discuss how the meaning of each word changes after adding the suffix. 

After adding the suffix '-es', have students read through all of the words on the board. 

Say,

Yes, when we add the suffix '-es' to words, it typically sounds like /ĭz/. But we have to remember that even though we hear /ĭz/, we don't write is — because is is a word, not a suffix, and it doesn't do the job we need. The suffix '-es' is what makes a word plural.

Next, grab your suffix '-es' flash card.

Say, 

Students repeat,

The suffix '-es' says /ĭz/. It makes a word plural.

Then say the chant,

'sh', 'ch', 's', 'x', 'z' … add '-es' and you'll please me!

Repeat.

Students repeat,

'sh', 'ch', 's', 'x', 'z' … add '-es' and you'll please me!

Write the word box on the board. Have students read the word.

box

Now add the suffix '-es' to the word. Ask students to read the new word.

boxes

Write on the board: Can you get the boxes?

Have students read the sentence aloud together.

Can you get the boxes?

Say,

The suffix '-es' that is added to box tells me that there is more than one box.

Write the following words on the board one at a time and have students read them aloud chorally: dish, bench, glass, and bus.

Then add the suffix '-es' to each word and have students read the new words. Discuss how the meaning of the word changed when you added the suffix.

The suffix '-es' has another job. When we add it to a verb, it helps tell what's happening now.

Next, grab your suffix '-es' flash card. 

Say,

Watch and listen to what we'll say when we see this card.

The suffix '-es' says /ĭz/.

It helps a verb tell what's happening now.

Say and have students repeat,

The suffix '-es' says /ĭz/.

It helps a verb tell what's happening now.

Write the word miss on the board. Have students read the word.

miss

Now add the suffix '-es' to the word. Ask students to read the new word.

misses

Write on the board: The kid misses his mom. 

Have students read the sentence aloud together.

The kid misses his mom.

Say,

The suffix '-es' that is added to miss helps this verb agree with the subject to tell what is happening right now.

Write the following words on the board one at a time and have students read them aloud chorally: buzz, wish, rush, and mix.

Then add the suffix '-es' to each word and have students read the new words. Discuss how the meaning of the word changed when you added the suffix.

Try the Reading Universe's lesson plan! This explicit teaching example aligns with the Reading Universe printable lesson plan for the suffix '-es' (opens in new window). You'll find dictation practice in the lesson plan and an explanation of how this works in Dictating Words with Suffixes.