3.10 Explicitly Teach the Suffixes '-y' and '-ly'

Suffixes '-y' and '-ly' share the same vowel sound, so they are a good pair to teach together. Here's how to teach them explicitly. 

The suffix '-y' is added at the end of a base word and means being or having. For example, in the word fluffy, the suffix '-y' indicates having a lot of fluff.

The suffix '-y' is a morpheme added at the end of a base word that means being or having. For example, in the word fluffy, the suffix '-y' indicates having a lot of fluff. 

At Reading Universe, when we talk about the suffix '-y', we pronounce it as 'y', spelling out the suffix.

The suffix '-y' is a derivational suffix, which means that the part of speech changes when the suffix is added to the word. For example, the word fluff can be a noun or a verb; and when we add -y to make fluffy, it changes into an adjective.

This suffix is easy to read and spell if it is taught after students learn about 'y' as a vowel. When 'y' is a vowel, it usually says the long 'i' sound, /ī/, at the end of a one-syllable word, like cry, and the long 'e' sound, /ē/, at the end of a multisyllabic word, like happy. So when we teach the suffix '-y', you can explain that the suffix makes the long 'e' sound because it becomes a multisyllabic word when you add the suffix. 

The suffix '-ly' is a morpheme added at the end of a base word and means like or in that way. You can teach older students that it means "in the manner of." For example, in the word quickly, the suffix '-ly' indicates it is being done in a quick way. 

The suffix '-ly' is a derivational suffix, which means that the part of speech changes when the suffix is added to the word. For example, the word quick is an adjective (describing a noun), and when we add -ly to make quickly, it changes into an adverb (describing a verb).

Like the suffix '-y', this suffix is not tricky if it is taught after students learn about 'y' as a vowel. This suffix will say /lē/ because when added to a base word, the 'y' will be at the end of a multisyllabic word.

When you first introduce '-y' and '-ly', it's helpful to choose words that have unchanging base words:

• no doubling of final consonants, like in funny
• no 'e' to drop, like in gently
• no 'y' to 'i' change, like in happily

Start with words where the base stays the same even when you add the suffix. Here are some good word choices:

• Words with ending blends, like dust and soft
• Words that end with digraphs, like fish
• Words that end with glued sounds, like stink and chunk
• Words that follow the FLoSS(Z) rule, like fluff and dress
• Words that end with '-ck', like luck and quick
• Words that end with r-controlled vowels, like perk and storm

Find more words in the Suffix '-y' and '-ly' List of Words, Phrases, and Sentences for Lesson Planning (opens in new window).

Say,

First, show the students the suffix '-y' flash card. 

Say,

Students repeat,

Write the word fluff on the board. 

Say,

Students respond,

Say,

Write the word rain on the board. Have students read the word. [rain] Now add the suffix '-y' to the word. Ask students to read the new word. [rainy]

Write on the board: It is a rainy day today. 

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: dirt, thirst, and sand.

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

Now show the students the suffix '-ly' flash card. Say,

Students repeat,

Write the word quick on the board. 

Say,

Students respond,

Say,

With the suffix '-ly' flash card, say,

Say and have students repeat,

Write the word soft on the board. Have students read the word. [soft] Now add the suffix '-ly' to the word. Ask students to read the new word. [softly]

Write on the board: The cat sat softly on the rug. 

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: swift, safe, and sad. 

Then add the suffix '-ly' 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 '-y' and the suffix '-ly'. (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.