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,

Say the chant again and have students repeat it.

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,

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

Have students read the new word together.

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,

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

Say, 

Students repeat,

Then say the chant,

Students repeat,

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

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

Write on the board: Can you get the boxes?

Have students read the sentence aloud together.

Say,

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.

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

Say,

Say and have students repeat,

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

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

Write on the board: The kid misses his mom. 

Have students read the sentence aloud together.

Say,

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.